Operation and Maintenance of rural water supply and...

Operation and Maintenanceof rural water supply and

sanitation systemsA TRAINING PACKAGE FOR MANAGERS AND PLANNERS

Prepared by

François Brikké

Operation and Maintenance Network

of the Water Supply and Sanitation Collaborative Council

IRC International Water and Sanitation Centre

Delft, Netherlands

World Health Organization

Geneva, Switzerland

2000

WHO/SDE/WSH/00.2

IRC International Water and Sanitation CentrePO Box 28692601 CW DelftThe NetherlandsTel: +31 (15) 219 29 39Fax: +31 (15) 219 09 55E-mail: [email protected]

World Health Organization20 Avenue AppiaCH-1211 GenevaSwitzerlandTel: +41 22 791 2111Fax: +41 22 791 0746

Water Supply and Sanitation Collaborative Councilc/o World Health OrganizationTel: +41 22 791 3685Fax: +41 22 791 4847

Operation and Maintenance Networkc/o World Health Organization

Copyright © IRC International Water and Sanitation Centreand World Health Organization 2000

This document is not a formal publication of the World HealthOrganization (WHO), and all rights are reserved by the Organization.The document may, however, be freely reviewed, abstracted,reproduced and translated, in part or in whole, but not for salenor for use in conjunction with commercial purposes.

Designed by minimum graphicsPrinted in Malta

PART 1. TRAINER’S GUIDE

Contents

Preface vAcknowledgements vi

Part 1: Trainer’s guide 1

1. Welcome! 32. About the training package 53. How to be an effective facilitator 94. Getting prepared! 155. Evaluation 18

Part 2: Course contents 23

Module 1: Introduction 25Unit 1: Course introduction 27Unit 2: Presentations 32Unit 3: Concepts and trends 35Unit 4: Linking water, health, sanitation and environmental protection 48

Module 2: Situation analysis 61Unit 1: Operation and maintenance requirements 63Unit 2: Analysis of participation 107Unit 3: Analysis of constraints 110Unit 4: Analysis of objectives 119

Module 3: Towards sustainable operation and maintenance 125Unit 1: Linking technology choice with operation and maintenance 127Unit 2: Institutional set-up 136Unit 3: Community management 158Unit 4: Gender awareness 180Unit 5: Cost recovery 190Unit 6: Monitoring for effectiveness 214Unit 7: Working and planning with communities 234Unit 8: Field visit 264

Module 4: Planning 271Unit 1: Planning tools 273Unit 2: Individual assignments 284Unit 3: Final presentations 287

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Preface

The aim of Operation and Maintenance (O&M) programmes, as described inthis training package, is to improve the efficiency, effectiveness and sustainabilityof water supply and sanitation services. Operation and Maintenance activities,which encompass not only technical issues, but also managerial, social, financialand institutional issues, must be directed towards the elimination or reduction ofthe major constraints which prevent the achievement of sustainability.

This document and the training activities described in it are intended formanagers and planners who are concerned with the challenging problem of howto implement effective operation and maintenance of rural water supply andsanitation services in developing countries. In addition to the traditional man-agement aspects of operation and maintenance, this training package highlightsthe importance of community participation, with a right gender balance, inorder to make more efficient use of local human resources for sustainability.

The courses in this training package are based on participatory training meth-odologies, an important feature of which is to draw on the experiences of all theparticipants, under the guidance of an experienced facilitator and resourcepersons. The courses should be adapted to the local situation, and the modulescan be modified with additions or deletions according to local needs.

The package is based on material and documentation of global experiencesprovided by various agencies and institutions in the water supply and sanitationsector. This work was initiated in 1991 at a meeting in Oslo, Norway, which calledfor an overall effort and the establishment of the Operation and MaintenanceWorking Group (currently the Operation and Maintenance Network) of the WaterSupply and Sanitation Collaborative Council.

We are confident that this document will make an effective and useful contri-bution to progress in the rural water supply and sanitation sector.

José A. HuebCoordinatorOperation and Maintenance Network

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Acknowledgements

This training package was first designed in 1991 by Teun Bastemeyer from the IRC Inter-national Water and Sanitation Centre, under the guidance and advice of the Operationand Maintenance Working Group of the Water Supply and Sanitation Collaborative Coun-cil. Subsequently, François Brikké—with the help of the following staff of IRC: PeterBury, Christine van Wijk, David Saunders, Jennifer Francis, Jo Smet, Michael Seager,Kathleen Shordt and Ineke van Hooff, and Johnny Rojas of CINARA (Centro Inter-regional de Abastecimiento y Remoción de Agua) in Colombia—developed it throughvarious stages into the present version.

Professor Harry MacPherson and the staff of the National Directorate of Water ofNamibia carried out the first testing of this package in 1993. The staff of ETSHER (EcoleInter Etats des Techniciens Supérieurs de l’Hydraulique et de l’Equipement Rural) sub-sequently developed the French version of this course in Burkina Faso, while staff fromthe Direcção Nacional de Águas of Mozambique, together with the Centro de FormaçãoProfisional de Águas y Saneamiento in Maputo, the Swiss Development Cooperationagency, UNICEF, and the Netherlands Embassy in Maputo, helped to develop the Portu-guese version. Some elements of the latest version of this package have been tested inVietnam by the staff of the Centre for Rural Water and Environmental Sanitation inHanoi and UNICEF.

Members of the Operation and Maintenance Network are thanked for their commit-ment and contribution to the development of this package, particularly Mr José Hueb,Coordinator of this Network, for his constant support and encouragement. Special thanksare due to Mr Franz Gahwiler from SKAT (Swiss Centre for Development Cooperation inTechnology and Management, St Gallen, Switzerland), for his excellent review of thismaterial, which now incorporates most of his comments.

Finally, the World Health Organization supported and promoted the developmentand use of this training package through the WHO Regional and Country Offices in theworld. This has helped to make earlier versions of this document known to the potentialbeneficiaries through national workshops and training courses.

OPERATION AND MAINTENANCE OF RURAL WATER SUPPLY AND SANITATION SYSTEMS

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PART 1

Trainer’s guide

1. Welcome! 3How was this training package prepared?Why “management” of operation and maintenance?What is the structure of the package?

2. About the training package 5What are the objectives?—What is the target group andits size?—What is the duration of the course?—What are theexpected outputs?—What is the course methodology?What is in the training package?—Proposed time-tableWhat are the course contents?

3. How to be an effective facilitator 9Profile—Role of the facilitator—CommunicationFacilitating discussions—The use of exercises—Overviewof the training tools which can be used by a facilitatorRole-playing—Brainstorming—VisualizationTrouble-shooting—Conflict resolution

4. Getting prepared! 15Organization—Course contents—Getting started for thesession—Leisure and recreation—Some references onparticipatory training

5. Evaluation 18Evaluation form

1. Welcome!


How was this Training Package prepared?

In response to the shortcomings of the International Drinking Water Supply and Sanita-tion Decade of the 1980s, a training package was designed in 1991 by a group of sectorexperts from the Operation and Maintenance Working Group of the Water Supply andSanitation Collaborative Council. A draft version was developed by the IRC InternationalWater and Sanitation Centre in the Netherlands and tested in 1992 in Namibia. Therecommendations resulting from this field-test were then incorporated in the Englishversion, which was subsequently translated into French and Portuguese. The revisedversion has since been implemented in various countries in Africa and Asia. In 1998 theWorld Health Organization (WHO) and the IRC decided to update the package.

The present version is therefore the result of seven years of work and experienceworldwide. It incorporates recent developments and the latest findings and methodolo-gies, which will help to improve the management of operation and maintenance (O&M)of rural water supply and sanitation services in developing countries.

Why “Management of Operation and Maintenance”?

Operation and Maintenance. These two key words appeared in the answers of many sec-tor professionals and community workers when they were asked about what could bedone to improve the performance, efficiency and sustainability of the rural water supplyand sanitation services in developing countries. It is well known that O&M has beenneglected in the past, or been discussed and introduced only after a project was com-pleted. This neglect or delay in applying proper operation and maintenance has ad-versely affected the credibility of the investments made, the functioning of the services,the well-being of rural populations, and the development of further projects.

However, the importance of O&M has gained considerable visibility over the past fewyears, and it appears that policy-makers and project designers are now more conscious ofthe direct links between improved O&M practices and the sustainability of water supplyand sanitation services. There is also greater recognition of the need to approach theseprojects in a comprehensive way, emphasizing not only the design and construction butalso post-construction activities.

Professionals in the sector are realizing that the implementation of O&M is not just atechnical issue, but has social, community, gender, financial, institutional, political, mana-gerial and environmental aspects as well. This is why the training package focuses onmanagement of operations and maintenance. O&M must be organized and planned atboth national and local levels, and should be managed at the community level with ap-propriate support from the local authorities and the private sector. This package looksinto these different issues, with the aim of raising awareness and providing guidelines onO&M to project planners, programme managers and community specialists on how toimprove the performance, efficiency, and sustainability of their rural water supply andsanitation services.

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What is the structure of the package?

The training package is designed as a guide to facilitators who will conduct courses orworkshops on management of operation and maintenance of rural water supply andsanitation services for working-level managers, as well as engineers, social workers andplanners, and other specialists involved in this sector. The structure of the guide isflexible, which permits adaptation to local circumstances—e.g. shortening certainsessions, extending others, or adding locally relevant information. The package isdivided into two parts: 1) Trainer’s guide, 2) Course contents.

The Trainer’s guide provides guidelines and hints on how best to facilitate the coursesessions. Adult training calls for more than teaching; it should make use of the partici-pants’ own experiences in a constructive way in order to effectively transmit basic rel-evant knowledge and experience. It was therefore considered pertinent to advise trainersand facilitators on how to conduct sessions that would give optimum benefits to theparticipants. Facilitation is an art, and you are invited to contact the sponsors and au-thors of this package, or other sector professionals, if your project or organization needsfurther advice on training-of-trainers sessions.

The Course contents focus on the main issues which are relevant today to improveO&M performance—such as the links between water, health, sanitation, and environ-mental protection; requirements and choice of technologies for operation and mainte-nance; institutional set-up; community management, including gender awareness andworking and planning with communities; cost recovery; and monitoring for effective-ness. The contents demonstrate the use of various managerial techniques, such as analys-ing participation and constraints, identifying the objectives, setting up a planning matrixand indicators, planning with communities, and presenting a project. Experience hasshown that the quality of the course improves if it includes working towards a concreteoutcome, supported by awareness-raising which goes on throughout the course. At theend of the course, the participants are asked to prepare an individual assignment basedon their experience and situation, and applying the concepts and approaches learnedduring the course.

We extend a cordial welcome to all who will use this training package. You may con-tact WHO or IRC, at the addresses given below, if you have any queries or need furtherinformation.

World Health Organization IRCProgramme for Protection of International Water and Sanitation

Human Health CentreOperation and Maintenance Network P.O. BOX 286920 Avenue Appia 2601 CW Delft1211 Geneva 27, Switzerland The NetherlandsFax 41-22-791 41 59 Fax 31-15-219 09 55e-mail [email protected] e-mail [email protected]

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2. About the training package


What are the objectives?

The general objective of the course in this training package is to improve water supplyand sanitation programmes and projects by enhancing their ability to sustain adequateO&M activities.

The specific objectives are as follows:

■ to update knowledge on the operation and maintenance aspects of rural watersupply and sanitation programmes and projects;

■ to reinforce management skills with regard to sustainable operation and mainte-nance;

■ to specify approaches for better working and planning with communities;■ to develop the capacity to plan for operation and maintenance in one’s own work-

ing environment through individual assignments.

What is the target group and its size?

This training package is designed for working-level managers including engineers,planners, and development and social workers who are involved in the development andmanagement of water and sanitation projects.

The ideal number of participants, which permits intensive exchange of experiences,is 12 to 15, but could go up to 20 if the course is guided by experienced trainers andfacilitators. Larger groups will need a team of at least two facilitators, because the workwill have to be divided frequently into two groups, some presentations and lectures be-ing given to the whole group and participatory exercises to smaller groups. The courseincludes the preparation of an assignment, individually or by the group, which will re-quire individual and team coaching; the larger the group, the more assistance is required.

What is the duration of the course?

The course is designed for a minimum duration of 80 hours of classes, plus a field visit ofone day which is strongly recommended. This is feasible within a period of two weeks,including time for any adaptations required by local circumstances and demand.

However, the course duration also depends on the participants’ professional leveland responsibilities. For example, high-level managers and directors may not be able toafford more than a week away from their normal duties. While the cost per participantincreases if the course lasts longer, it can gain in quality if the participants are given moretime to reflect on key issues and to prepare their individual assignments.

What are the expected outputs?

Experience has shown that the participants benefit most from a course if they work toproduce a result, i.e. they work towards a defined product. Participants are thereforeexpected to carry out an individual or group assignment at the end of the course, basedon their own situation and on what they learned during the course.


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What is the course methodology?

The course in this package makes use of participatory learning methodologies, as far aspossible, but also includes background information and overhead sheets for lectures andpresentations.

When learning, people remember 20% of what they hear, 40% of what they hear andsee, and 80% of what they discover by themselves. This calls for a change in the way ofteaching, from typical lecturing to a more participatory approach.

The participatory approach to training is based on the concept that professionalslearn more effectively when they are presented with activities which take into accounttheir knowledge and experience and which meet their needs. By being involved in thisprocess, both individuals and the group gain a new awareness of their potential, developgreater self-confidence, and see new possibilities. They also become more critically awareof the reasons that underlie their perceptions, attitudes and actions.

The training also proposes the use of a video film, “Prescription for Health”, pro-duced by IDRC1 from Canada, which can be bought or hired through any CanadianEmbassy or High Commission, or by sending an order to the National Film Board ofCanada.

What is in the training package?

The training package is divided into two parts:

1. Trainer’s guide2. Course contents.

The first part includes a welcome note and basic information about the training pack-age. It provides guidelines on how to be an effective facilitator, as well as advice on thepreparation of course sessions and the field visit and on evaluation of the course.

The second part is divided into four modules which are subdivided into units, eachone linked to a particular theme. The first module is an introduction to concepts andtrends, and integration of water, health, sanitation and environmental protection. Thesecond proposes an analysis of the present situation of O&M. The third deals with themain factors which can lead to effective O&M. And the fourth module gives practicalguidance on how to plan for effective O&M.

The course follows a logical sequence of progressive learning, through raising aware-ness in Module 1; situation analysis in Module 2; learning in Module 3; and applicationof tools and knowledge in Module 4.

Each unit is organized in the same way, according to the following format:

1. Outline of 2. Notes for the 3. Overhead 4. Backgroundsession facilitator sheets information

■ Objectives ■ Detailed review ■ Proposed ■ Summary of■ Methodology of each step of text for new concepts■ Materials the session, transparencies ■ Content material■ Handouts with exercises to be used for presentations

during a ■ References forsession further reading

1 IDRC, P.O. Box 8500, Ottawa ONK1G 3H9, Canada. Tel: +1 (613) 236 6163; e-mail: [email protected]

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Proposed time-table

Week 1 Monday Tuesday Wednesday Thursday Friday

Session A Introduction O&M Analysis of Community Monitoring forrequirements constraints management effectiveness

Session B Presentations O&M Analysis of Community Monitoring forrequirements objectives management effectiveness

Session C Concepts and Analysis of Linking tech- Cost recovery Gendertrends participation nology choice awareness

with O&M

Session D Linking water, Analysis of Institutional Cost recovery Preparation ofhealth, sanitation constraints set-up field tripand environ-mental protection

Daily evaluation Daily evaluation Daily evaluation Daily evaluation


Session A Field trip Working with Individual Preparation of Presentationscommunities assignments presentations

Session B Field trip Working with Individual Preparation of Presentationscommunities assignments presentations

Session C Lessons learnt Planning tools Individual Presentations Evaluationfrom field trip assignments Closing

Session D Lessons learnt Planning tools Individual Presentationsfrom field trip assignments

Daily evaluation Daily evaluation Daily evaluation

Each session is planned to last about two hours, depending on local circumstancesand demand. The structure of the course is flexible enough to allow modifications andadaptations. For example, the one-week course in Vietnam turned out to be more of anawareness-raising workshop than a course. While in Burkina Faso, the course was imple-mented for a period of three weeks, which permitted a longer field study and gave moretime for individual assignments.

What are the course contents?

Module 1: IntroductionUnit 1: Course introductionUnit 2: PresentationsUnit 3: Concepts and trendsUnit 4: Linking water, health, sanitation and environmental protection

Module 2: Situation analysisUnit 1: O&M requirementsUnit 2: Analysis of participationUnit 3: Analysis of constraintsUnit 4: Analysis of objectives



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Module 3: Towards sustainable O&MUnit 1: Linking technology choice with O&MUnit 2: Institutional set-upUnit 3: Community managementUnit 4: Gender awarenessUnit 5: Cost recoveryUnit 6: Monitoring for effectivenessUnit 7: Working and planning with communitiesUnit 8: Field visit

Module 4: PlanningUnit 1: Planning toolsUnit 2: Individual assignmentsUnit 3: Final presentations

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3. How to be an effective facilitator 1


Profile

The facilitator should be a professional (resource person or trainer) who is acquaintedwith participatory training methodologies. This is because the course is based on usingfacilitation techniques rather than “conventional” teaching techniques, although thelatter (such as lectures and presentations) are not excluded.

If the facilitator is going to be involved through the whole course, he/she shouldpreferably be knowledgeable about new developments in the water and sanitation sector.

It is advisable to have a team of facilitators rather than just one because many of theactivities require the participants to work in small groups. It is sometimes necessary anduseful to have a facilitator to work with each small group, as well as to coach each partici-pant during the individual assignments.

Role of the facilitator

In the conventional teaching methodology, the teacher presents a set of concepts andprovides students with exercises for assimilation—in a “top-down” approach. In the par-ticipatory approach to training, the role of the facilitator is to facilitate the process oflearning, using his/her own experiences and those of the participants in order to raiseawareness or transmit knowledge on a particular subject—in a “sharing” approach.

Facilitation works best when certain values are accepted and practised not only by thefacilitator, but also by the entire group—values such as democracy (each person has theopportunity to participate without prejudice), responsibility (each person is responsiblefor his/her experiences and behaviour), and cooperation (the facilitator and partici-pants work together to achieve the same collective goal).

As a facilitator, you can influence the group dynamics and discussions by how youpresent your information, what kind of atmosphere you set within the group, and yourattitudes towards the people you are working with.

Many participants will be unfamiliar with facilitation as a leadership style. You shouldmake sure everyone in the group understands what your role is. Your own attitude to-wards your skills and resources should be a humble one. Demonstrate to the participantsthat their opinions count, by respecting their ideas as if they were your own.

Communication

Communication is the essential ingredient of any group. Your effectiveness as a facilitatordepends on your ability to communicate well with the group and to help the groupmembers to communicate effectively with each other. Some factors will enable you tocommunicate better, such as:

1 This section contains extracts from A manual for group facilitators, by Brian Auvine et al., published by the Center for ConflictResolution, 731 State Street, Madison, Wisconsin 53703, USA.


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■ Your language (making sure that the terms you use are easily understood by thegroup)

■ Your style (the way you dress and interact with others)■ The way you listen (when someone is talking, you are often not really listening but

thinking about what you are going to say in answer; therefore, when you listen tosomeone, try not to immediately evaluate what is being said in terms of how itaffects you; instead, try to understand what it means from the other person’s per-spective)

■ Being aware of what is happening in the group (restlessness, silence, attention,postures)

■ Giving feedback (after an exercise, a discussion, or a session, it helps the group tobe made aware of the progress made).

Facilitating discussions

Your role as a facilitator in a discussion is also important. Here are some hints whichcould enhance your work in facilitating discussions:

1. Everyone should know exactly what the discussion is about, and what is the reasonfor having it.

2. Use questions to stimulate discussion. The following provocative “open” questionsenable the facilitator to encourage a group to find ideas in a creative way: “What issimilar? What can be changed? Why? How? Who? When? By which means?”. Avoid“closed” questions requiring “yes” or “no” answers, which are unsuitable for groupdiscussions.

3. Prepare questions in advance.4. Relate the discussion to the participant’s experience (it is difficult for people to

feel involved in a discussion which is highly abstract or beyond their own experi-ence; give examples from field experiences).

5. List ideas on a board as they are proposed, and regroup or summarize them.6. Clarify and interpret (you may sometimes rephrase what has been said to make it

clearer).7. Keep the discussion focused on the subject (your role may include reminding the

group when the discussion strays off the subject or goes into matters not in theagenda that was agreed on at the beginning).

8. Keep track of time (it may be your role to make the group aware of how the discus-sion is proceeding and when it may be time to move on).

9. Use humour to break tension and boredom.

The use of exercises

Exercises are group activities, usually designed to aid learning and awareness. Exercisescan be used to illustrate a concept or demonstrate a specific point, to promote self-aware-ness, to stimulate thought and discussion, or to train participants in a certain skill.

Select exercises that fit the group and its goals, and be sure you know why you areusing a particular exercise. Be familiar with the exercise by previewing it before you useit; indeed, you should know what it will accomplish and how that happens. Do not presentparticipants with a battery of exercises, all designed to make much the same point.

Giving instructions is a very important part of using exercises. The way you introducean exercise can make a big difference to the group’s understanding; you should includean explanation of the objectives, a description of what exactly the participants are sup-posed to do, and an estimation of how much time the exercise will take.

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You should also know your own role during the exercise. Are you going to participate,or simply observe, or remove yourself entirely from the scene? At the end of the exercise,it is important for the participants and you to reflect on the results and how they relate tothe participants’ own day-to-day situation.

Overview of training tools which can be used by a facilitator1

The various tools described in the Table below are training techniques which are mostcommonly found in adult learning sessions. This course will use most of the techniquesdescribed, and it is recommended that facilitators should be familiar with a new tech-nique before using it. Some reference documents are listed at the end of this section.

TRAINING TOOLS REMARKS

➽ Group discussion/Conversation ■ Optimal use: to introduce a subject; a structured conversationA discussion is a free exchange of knowledge, helps to focus thinking.ideas and opinions on a particular subject. ■ Advantages: group involvement; starts the thinking process.A conversation will be more structured and ■ Disadvantages: risk of unfocused discussions and no change inprepared in advance. ideas; time shortage; needs preparation.

➽ Brainstorming ■ Optimal use: common method to help group members to think ofThe facilitator or an assistant writes down all possible changes or give new orientations.the contributions on a board. Quality and ■ Advantages: stimulates creativity, expands imagination.substance are evaluated by the group afterwards. ■ Disadvantages: answers cannot always be implemented;

effort needed can be greater than expected.

➽ Feedback ■ Optimal use: for creating awareness on participant’s skills andInforming people what they did in a certain performance.exercise, or role-play or other action in order ■ Advantages: participants become eager to learn.to let them know how things can be improved ■ Disadvantages: possible distrust without good feedback.

➽ Lecture ■ Optimal use: for transfer of model, concept or framework.An internally consistent, rationally clear ■ Advantages: opportunity for transfer of knowledge within apresentation, adapted to a specific audience by short space of time.using visual images, verbal illustrations and ■ Disadvantages: monologue; requires good preparation in orderother tools. to keep attention.

➽ Demonstration ■ Optimal use: start of a session on a topic which needsLetting participants go through an event that sensitization or awareness-raising.illustrates the theme of a session. Participants ■ Advantages: effective way to raise awareness in a short periodare asked to participate and at the same time of time.observe what is happening. ■ Disadvantages: can easily fail, if not adapted to the group.

➽ Field visit ■ Optimal use: to show real life situation.Participants are taken out into a real life ■ Advantages: helps to clarify concepts and reach a commonsituation and get the opportunity to observe understanding; excellent for group dynamics.some elements linked to the course. ■ Disadvantages: takes much work and time to organize.

➽ Reading assignments ■ Optimal use: Creates opportunity to digest written material;During the course, participants are asked to can be given for evening reading.read relevant information. ■ Advantages: easy way to cover some material.

■ Disadvantages: slows down dynamics if done in class;participants’ understanding may have to be checked.

➽ Case study ■ Optimal use: to practise analytical skills and reflect on a situation asA history or example, with relevant details, is a group.examined by the participants. They have to ■ Advantages: good learning experience when successful;identify the problems and alternative solutions. group reaches a common understanding.

■ Disadvantages: difficult to choose or design an appropriatecase study; needs preparation, time and experience.


1 Adapted from Training of trainers: methods for experiential learning, by F. Little & J. van de Geer, P.O. Box 4040, 6803 EA Arnhem,Netherlands.


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TRAINING TOOLS REMARKS

➽ Games ■ Optimal use: to practise and simulate a given situation.Participants are presented with information and rules ■ Advantages: fun, dynamic.about a particular situation, and the group tries to go ■ Disadvantages: careful preparation needed with good and clearthrough a simulation of this situation. instructions; unsure outcome; risk of having participants not taking it

seriously.

➽ Exercises ■ Optimal use: to teach complex skills or concepts.Participants are asked to undertake a particular task, ■ Advantages: creates confidence; very practical.following lines laid down by the facilitator, in order to ■ Disadvantages: must be realistic, relevant and motivating.practise skills or test one’s knowledge.

➽ Role-play ■ Optimal use: to demonstrate or practise a situation which theParticipants assume an identity other then their own participants are likely to face.to cope with real or hypothetical problems and ■ Advantages: strong participation and surprising outcomes.situations. ■ Disadvantages: hiding behind role description; needs “actors” focusing

on the subject required.

➽ Small workshops ■ Optimal use: to help the group to take decisions or make plans andParticipants gather in small groups and come to a formulate recommendations at the end of a major event.conclusion by brainstorming, identifying problems ■ Advantages: shared vision.and formulating recommendations. ■ Disadvantages: experience needed in using tools and in facilitating.

➽ Individual assignment ■ Optimal use: integrates learning within one’s own situation.Participants are asked to examine in depth their own ■ Advantages: participants analyse their situation and prepare for theirsituation, and to apply what they have learned in return.an action plan. ■ Disadvantages: takes time and requires coaching.

Role-playing1

Role-playing is a training technique in which the participants assume an identity otherthan their own, in order to experience and deal with a real or hypothetical situation orproblem. It can be employed in almost any training context, e.g. to broaden a primarilyteaching-oriented design.

In playing their roles, the participants act out behaviour patterns which they believeare characteristic of those roles in specific social situations. For example, during thecourse, a role-playing sequence is proposed between two actors, “an engineer” and “acommunity member”, in order to illustrate the process of resistance to change.

This way of simulating reality eliminates many of the risks inherent in real life, whileretaining many other aspects of the interaction which are relevant. Role-playing thuspermits testing out different ways of behaviour in a given situation.

The role-playing session should start with the facilitator briefing all participants—first outlining the situation which is be acted through role-playing, and then giving aconcise description of the characters involved. At the end of the role-playing, the actorsand audience discuss and draw conclusions from what has taken place.

In planning for a role-playing session, you should discuss with the participants thebasic principle of the approach, the problem to be acted, and the message to be con-veyed. These points should be kept in mind while preparing the role-playing with theactors prior to the session.

1 Adapted from: Experience with newer techniques for training managers, by Sidney Mailick & Nancy A. Bord, published by the UnitedNations Institute for Training and Research (UNITAR).

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Brainstorming1

Brainstorming produces ideas, explanations and interpretations. In an organized “storm-ing of thoughts”, a small group of participants can put forward many possible sugges-tions on a precisely formulated theme. The method stimulates intuitive seeking andspontaneous creative associations.

Hints on preparation: the topic must be formulated precisely, with a clear statementon who is to participate and the time available. For the actual brainstorming there aresome definite rules: no discussion, but note every idea without criticizing, and encour-age the development of combinations and associations of ideas. Indeed, no one has amonopoly of good ideas. The contributed suggestions are written on cards and put upon a poster or board, then grouped, analysed and evaluated by a small panel. Some sortof classification is useful, such as “immediately feasible” or “needs more development”.

Visualization

The visualization method uses written cards which are pasted or pinned on posters,pinboards or other surfaces in a specific order. This facilitates a clear structuring of themeeting, discussions, and workshops and the recording of statements in a concise andvisible way. Concentration and attention are improved considerably and even shy partici-pants are able to take part actively. Visualization makes the discussion more objectiveand even enhances the preceding steps. Evaluation and prioritizing of options are mucheasier when using a visible presentation.

Trouble-shooting

When there is not enough time to do what you had planned. This is the most commonproblem you are likely to encounter. When your agenda will not fit into the time youhave, get the group to assign probable time limits to each section remaining, whileprioritizing items on the agenda. Ask one person in the group to be responsible forkeeping track of time, and to remind the group when the time limit is close or has beenreached. When it is apparent that there is definitely not enough time, discuss alternativeswith the group—such as prolonging the meeting, scheduling a later one, etc. Avoid forc-ing the pace in a limited time, or “stuffing” the participants with all that remains to becovered, or else the session could rapidly deteriorate.

When an exercise flops. The first thing to do is to admit it, point out where yourexpectations let you down, and find out the reactions of others. You should discuss whatcould have happened and, in this way, learn a valuable lesson. After this, prepare toswitch to something completely different, which will focus everyone’s attention on an-other subject.

Your session and material are too simple or too complex for the group. If what youare saying is too simple for the group, boredom will result. If what you are saying is toocomplex, you can expect confusion and blank looks. Unfortunately, blank looks andboredom look remarkably alike, so it is not always easy to figure out which of these youare dealing with. Here are some points which will help you to be alert to the group’s levelof comprehension: a) before starting an exercise, ask the participants if they have doneanything similar; b) begin a session by asking for an account of the group’s previousexperience; c) pause regularly to put questions to the group; d) avoid using “jargon” ortechnical terms without prior explanation; and e) consider carefully the questions put bythe participants because these usually indicate whether they have understood or not.


1 From: Cooperation planning—A working aid for beginners and for more experienced planners, published in 1993 by Swiss DevelopmentCooperation, Evaluation Service, CH 3003 Berne, Switzerland.


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Conflict resolution

Conflicts can arise in any group. They should first be treated as something natural, andsometimes even useful, because they can force a group to become more aware of the waythe group works and thus encourage change and growth. However, conflicts can be de-structive, hurt people’s feelings, and destroy efforts to reach a common goal, as well asinhibit full participation within the group.

There are many points to consider in seeking solutions to a conflict. The main one isto try to sort out real disagreements from perceptual disagreements. Some disagree-ments could result from a wrong perception of a situation. In this case, clarification andinformation can help. However, many conflicts are the result of poor communication ormisunderstandings about goals and expectations.

Once you have identified a conflict and understood its nature, you will be in a betterposition to decide what kind of behaviour is appropriate to adopt. If the conflict is seri-ous, stay calm and trust your intuition. You may want to intervene as a facilitator, butbefore attempting to do this, consider your options carefully. Beware of your own biasesand weaknesses, and be sure that you are not going to overreact. Consider whether theproblem can be dealt with by proposing a break (and discussing it later in another placeprivately), or by exercising restraint and being patient (waiting till the difficult momentpasses), or by getting help (from someone with experience who is not involved in theconflict). Does the whole group appear to perceive the problem? During a crisis, peo-ple’s feelings are especially important. So, allow them to express their feelings, but donot get emotionally involved.

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4. Getting prepared!


Organization

A certain amount of preparatory work is required and should begin preferably six monthsin advance, e.g. fixing the dates of the course. This will allow those involved to fit thesedates into their work schedule and plans. In setting the dates, account has to be taken ofpublic and religious holidays and important meetings or events which the participantswill have to attend.

Secretarial support greatly facilitates the organization of the course. All informationand correspondence about the planning, implementation and evaluation of the courseshould be filed in an orderly manner. During the course, the secretary will be required tomake administrative arrangements and contacts, make photocopies, and word-processthe work produced by the participants and the facilitator. A record of the work producedthroughout the course should be made and kept.

The accommodation should include 1) a large meeting room for the plenary ses-sions, 2) separate rooms for the working groups, and 3) a place for serving refreshments,as well as lunches, during breaks. Make sure that the meeting room is available for theduration of the whole course and is not noisy, and has adequate ventilation and light,sufficient power points for a video and overhead projector, and enough space on thewalls to stick up paper sheets or posters.

All teaching aids, equipment and stationery should be ordered well in advance of thecourse. They will include a) a white or black board; b) sufficient marker pens for whiteboards, to be used by the facilitator and participants; c) a flip-chart stand and paper; d)masking tape (removable) for sticking cards or paper on a wall; e) large pieces of cartonpaper (different colours), which can be made into cards by cutting them to the sizerequired; f) an overhead projector with transparencies; g) a screen or white wall forprojection; h) a video recorder and monitor; i) access to a photocopy machine; j) notepads, pencils and pens; and k) a pinboard, paper and pins.

A certificate of attendance should be prepared in advance, signed by the relevantauthorities or sponsors of the course, which is given to all participants who complete thecourse.

An invitation should be sent to prospective participants through the appropriate chan-nels of your organization. The invitation should include clear statements on the course’sobjectives, structure and duration, the importance of full-time attendance, arrangementsfor accommodating and transporting the participants, insurance and medical coverage,costs, and per diem (if available). The invitation should include a form to be filled in andreturned containing information on personal data and education, curriculum vitae,present function and job description, and expectations from the course, as well as arequest for financial sponsorship if available.

The field visit, which is part of the course, gives the participants an opportunity tolook at the operation and maintenance arrangements in a particular community or situ-ation. To be successful the visit has to be planned in advance, so that the local authorityand community are given the date and time of arrival as well as details of the programme.Arrangements for transport and food and drink should also be made. The exact pro-


16

gramme will depend on the distance to be travelled and the local community’s size andwillingness to be involved in the field visit. If the course group is large, it will have to bedivided to make it easier for the participants and the community.

It is suggested that the best time for the field visit is in the morning. Many activitiesassociated with rural water supply take place very early in the morning—e.g. the womenmay traditionally collect water before or at sunrise, and operators will open the valves,start the pumps, and dose the tanks with chlorine, etc. at the start of the day in order toprovide sufficient water for early collections. The next peak period for water collectionmay be in the late afternoon or early evening, which is too late for a field visit. Specialarrangements may have to be made to ensure the group’s arrival early in the morning atthe selected site, and the participants should be ready to make an early start.

For further details about the field visit, see Unit 8 of Module 3, page 264.

Course contents

Facilitators should be thoroughly familiar with all the material in the learning package.In addition, because of the importance of adaptation to the local circumstances, it isproposed that the facilitator researches all relevant themes and includes this informa-tion (taken from project reports, technical or policy documents, etc.) in the course.

One or more experts with experience in the subject and in new developments couldbe listed as resource persons and invited to give a lecture or make a presentation duringthe course. It is important that these persons should be fully briefed about the course’sobjectives, concepts and main messages. The course unit which corresponds to the pres-entation should also be sent as a reference or example. These arrangements should bemade well in advance.

Some countries may have difficulties in gaining access to relevant additional informa-tion, and in identifying suitable resource persons. Specialized universities or agencies inyour country may be consulted. Or contact WHO or IRC, or other sector organizationsand external support agencies (ESA) for further information and assistance in organiz-ing a training-of-trainers course.

Getting started for the session

While planning for your session, make sure that you know exactly what you want to ac-complish and that all the activities relate to that goal. The material you use should berelevant to the objective of the session and properly understood by the participants.Material should be presented in a logical order. After reviewing all the objectives andcontents of the session, determine the time needed for each segment and make youragenda flexible. Plan to introduce variety in the pace and methods used. Every sessionshould start with making introductions, discussing plans, and defining expectations, andend with a synthesis and summary of the session.

Before you begin, spend some time alone by yourself and make sure your agenda isclear in your mind. Seating arrangements are important, and you must decide whetherthe participants will be seated in a U-shape round a long table or in rows without desks,depending on the exercise to be carried out.

As you enter the room, the first few moments will influence your interaction with thegroup through your mutual perceptions and impressions. It is important to arrive ontime, or even early. Besides setting an example by always being punctual, you will beshowing courtesy and respect to the group.

Your introduction should include your credentials (justifying your being there!). Thisis also an opportunity to present yourself not only as an “expert”, but also as a “person”and “facilitator”. It may be difficult to remember all the participants’ names immedi-

17

ately, so you can have their names written on stiff paper in front of their places, and theycould also carry name labels on the front of their clothing.

The first session each day should begin with a review of the previous day’s work. Thiscan be done in a relaxed way, with some humour, by asking the participants to recall whatthey did, and what were the main messages conveyed at that time. The facilitator’s rolewill be to explain the link between the previous topic and the new one.

Leisure and recreation

Some thought should be given to the organization of free time, during which the partici-pants will interact and can contribute to team building. Social evenings and excursionsare also particularly important for participants who are away from their families duringthe course.

Some references on participatory training

■ CEDPA (1995). Training trainers for development: conducting a workshop on participa-tory training techniques. Washington, DC, USA, Centre for Development and Popu-lation Activities.

■ Narayan D, Srinivasan L. (1994). Participatory development tool kit: training materialsfor agencies and communities. Washington, DC, World Bank.

■ Servaes J, White SA. eds. (1996). Participatory communication for social change. NewDelhi, India, Sage Publications.

■ Thompson J, Pretty JN, Scoones I, Guijt I. (1995). A trainer’s guide for participatorylearning and action. London, International Institute for Environment and Develop-ment.



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5. Evaluation

Evaluation should be carried out daily, with a final evaluation at the end of the course.The object of the daily evaluations is to improve the group process by letting the

participants express how they feel about what is going on. This is often the only timewhen some participants will feel comfortable enough to express their ideas. It also makesa good ending to the day’s work. However, it is not a compulsory activity which has to bedone every day; a good idea is to install a “mood barometer”, on which each participantcan put a sticker on a scale, expressing his/her feelings about the day. Daily evaluationscan help to improve the sessions in the future (with regard to facilitation, exercises,contents), as well as to identify possible points which will need to be reinforced duringwhat is left of the course. The daily evaluation can be carried out through 1) an informaldiscussion, 2) a focused conversation, or 3) a daily evaluation form.

The informal discussion will start with questions which you will pose. This gives youthe opportunity to ask for comments and make clarifications. This procedure may notreflect the whole group’s views because some participants will be silent. Examples ofquestions are: “What went well in ...?” “What could be improved?” “What specifically doyou think you have gained from today’s sessions?” “Were your expectations met today?”“Why?” “Why not?”

The focused conversation will start with an exercise in which all participants write two“positive” and two “critical” comments about the day’s session in general. Each partici-pant is given two cards for the “positive” comments, and two cards for the “critical” com-ments (cards should be of different colours, e.g. yellow for “negative” and green for“critical”; only one comment per card). All the cards are then pinned or taped on aboard, and grouped by categories as they are submitted. The results are discussed withthe whole group, who will be asked to make clarifications and comments. This methodallows every participant to express him/herself. As this type of evaluation takes consider-able time, it might be used once or twice during the course.

A daily evaluation form can be prepared, on which each participant ranks thecontent, relevance and presentation of each session along a scale from 1 to 5 (1 = poor,2 = limited, 3 = reasonable, 4 = good, 5 = excellent), or another system of grading. If thefacilitator adopts this method, he/she will have to share the results of this evaluationbefore starting the next morning’s session.

A final evaluation form, which may be anonymous, is proposed in the next pages toevaluate in detail all the different aspects of the course. The results of this evaluationshould be included in the final report of the course.

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Evaluation form

Management of operation and maintenance in rural drinking water supplyand sanitation


Please mark with a tick, where applicable.

1.What do you think about the overall length of the course?■ Far too long ■ Too long ■ Just right ■ Too short ■ Far too short

2.During the course, you worked from Monday till Friday from 9.00 a.m. till 5.00 p.m. What is youropinion about this time schedule?

3.What do you think of the allocation of time for the different components of this course?

Far too much Too much Just right Too little Far too little

Lectures

Exercises

Discussions

Individual work

Leisure

Additional comments:

4.How would you grade the relevance of the course to your country’s needs?

■ Excellent ■ Good ■ Reasonable ■ Poor ■ Not relevant

Comments:


20

5. What do you think of the balance between theory and practice?■ Far too much theory ■ Too much theory ■ Just right

■ Too much practice ■ Far too much practice

6. How did you find this course in general?■ Too difficult ■ Difficult ■ Just right ■ Easy ■ Too easy

7. Have your expectations, which you had when you applied to join the course, been realized?■ Completely ■ Largely ■ Partly ■ To some degree ■ Not at all

8. To what extent, in your opinion, did this course achieve its objectives?

Objectives Completely Largely Partly Hardly Not at all

1. Upgrade knowledge on the O&Maspects of RWS&S

2. Reinforce management skills withregard to O&M

3. Specify approaches to working andplanning with communities

4. Develop the capacity to plan forO&M in one’s own project

9. How useful has this course been to the specific requirements of your own job?■ Very useful ■ Useful ■ Of some use ■ Of limited use ■ Not useful

10. Please name any technique or method from this course which you would like to introduceor apply in your own organization.

11. How relevant, on average, were the handouts and reading material provided, most of whichyou have probably examined?■ Highly relevant ■ Quite relevant ■ Of some relevance ■ Of limited relevance ■ Not relevant

21

12. In the list below, please give a mark for each topic or session dealt with during the course,with regard to its relevance and quality. Make additional remarks, if necessary.(1 = poor, 2 = limited, 3 = reasonable, 4 = good, 5 = excellent)

Topic or session Relevance Quality Remarks(from 1 to 5) (from 1 to 5)

Course introduction

Presentations

Concepts and trends

Links between W, H, S, E*

O&M technical requirements

Analysis of participation

Analysis of constraints

Institutional set-up

Community management

Gender awareness

Cost recovery

Monitoring for effectiveness

Working with communities

Field visit

Capacity-building

Setting up objectives

Planning tools

Individual assignments

Final presentations

* Water, Health, Sanitation and Environment

13. What are the major professional problems in your work, if there are any, which were NOTdiscussed sufficiently in this training course?

14. What was your experience of working relations with the following:Main facilitator(s) Other training staff Administration Participants■ Stimulating ■ Stimulating ■ Stimulating ■ Stimulating

■ Cooperative ■ Cooperative ■ Cooperative ■ Cooperative

■ Neutral ■ Neutral ■ Neutral ■ Neutral

■ Distant ■ Distant ■ Distant ■ Distant

■ Difficult ■ Difficult ■ Difficult ■ Difficult

Comments:



22

15. How do you rate the internal organization and logistical support during the course?■ Excellent ■ Good ■ Reasonable ■ Poor ■ Not applicable

Comments:

16. How satisfied were you with the accommodation (classroom, etc.)?■ Very much ■ Much ■ Reasonable ■ Not much ■ Not at all

Comments:

17. Please write down any suggestions for improving this course.

PART 2

Course contents

PART 2. COURSE CONTENTS

24

Module 1: Introduction 25Unit 1: Course introduction 27Unit 2: Presentations 32Unit 3: Concepts and trends 35Unit 4: Linking water, health, sanitation and

environmental protection 48

Module 2: Situation analysis 61Unit 1: Operation and maintenance requirements 63Unit 2: Analysis of participation 107Unit 3: Analysis of constraints 110Unit 4: Analysis of objectives 119

Module 3: Towards sustainable operation andmaintenance 125Unit 1: Linking technology choice with operation

and maintenance 127Unit 2: Institutional set-up 136Unit 3: Community management 158Unit 4: Gender awareness 180Unit 5: Cost recovery 190Unit 6: Monitoring for effectiveness 214Unit 7: Working and planning with communities 234Unit 8: Field visit 264

Module 4: Planning 271Unit 1: Planning tools 273Unit 2: Individual assignments 284Unit 3: Final presentations 287

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MODULE 1

Introduction

PART 2. COURSE CONTENTS • MODULE 1

Unit 1: Course introduction 271. Outline of session 272. Notes for the facilitator 273. Overhead sheet 29

Unit 2: Presentations 321. Outline of session 322. Notes for the facilitator 323. Exercise sheet 34

Unit 3: Concepts and trends 351. Outline of session 352. Notes for the facilitator 353. Overhead and exercise sheets 384. Background information 45

4.1 Operation and maintenance in the context of sustainability 454.2 Factors which contribute to sustainability and to effective

operation and maintenance 454.3 Processes which influence sustainable operation and

maintenance 46

Unit 4: Linking water, health, sanitation and environmental protection 481. Outline of session 482. Notes for the facilitator 483. Overhead and exercise sheets 514. Background information 55

4.1 Why is behaviour not changed by conventional hygieneeducation? 55

4.2 What motivates people to improve their hygiene? 554.3 Experiences in better water resource management 56

Unit 1: Course introduction

MODULE 1. INTRODUCTION

1. Outline of session

➽ Objectives■ To introduce the participants to one another■ To review the participants’ fears and expectations■ To reach a common understanding of the course’s objectives and structure

➽ Methodology1. Welcome address2. Exercise for group interaction3. Group discussion on expectations and fears4. Interactive presentation on course objectives, methodology and programme

➽ Materials✔ Transparencies on the course’s objectives and programme✔ Flip chart and masking tape✔ Overhead projector, screen or white wall✔ Stationery for each participant, including note pad, binder, pencil, eraser, pen and

marker✔ The binder should contain the following: the course’s objectives and programme, full

list of participants, and practical information concerning food, lodging, transport,recreation areas, access to telephone, medical help, and contact person for informa-tion and emergencies.

➽ Handouts✔ Information on the place where the course is being held (optional)

2. Notes for the facilitator

Welcome address and introduction

The welcome address can be given by the Director of the Institute where the course isbeing held, or by a well-known specialist. The facilitator’s introduction must clearly statehis/her credentials and role, including some personal facts that would interest theparticipants, and he/she presents the team who will be working with the participantsthrough the whole course. This is followed by an explanation of how the session willproceed, its objectives, and the methodology.

Interactive exercise

One way of making introductions is to ask the participants to pair up and spend a fewminutes introducing themselves to each other. The facilitator then goes to each pairand, in turn, one of them will introduce the other, giving his/her name, nationality,

27


28

place of residence, education, professional function, and one or two personal facts. In acourse where the participants are meeting for the first time, this approach allows every-one to get acquainted with at least one person very quickly, and helps the participants tobe relaxed and informal. At the end of this exercise, the participants are asked to writethe name by which they would like to be called during the course on a folded sheet ofpaper, which will be placed in front of their respective places.

Expectations and fears

A group discussion can be started by asking the participants, “What are your expecta-tions from this course?”, or “What did you think you would get out of this course at thetime when you registered for it?” If no one volunteers to speak, the facilitator choosessomeone with whom to start developing ideas, which are written on the flip chart. If anystatement is not expressed clearly, these persons should be helped so that it becomesclear. Once the group’s views have been stated, the facilitator summarizes the partici-pants’ expectations and relates them to the objectives of the course.

The same procedure is followed with regard to anxieties within the group concerningthe course’s content, logistics, follow-up, etc., which can be started by asking the partici-pants, “Have you any worries about this course?” Removal of such fears is important andallows the facilitator to get to know the group’s strengths and weaknesses, and to helpthe participants with any problems or difficulties that may arise.

Course’s objectives, structure, methodology and programme

The facilitator describes the course’s objectives, structure, methodology and programme,using the overhead projector and transparencies (see Part 1, Trainer’s Guide, in thesection “About the training package”, page 5). In this process the participants’ expecta-tions, which were discussed earlier (see above), should be related to the programme’sobjectives. Time must be set aside for questions and clarifications, so that the objectiveswill be clear to all and any doubts can be dispelled. However, some of the expectationsmay not be met, and some concerns may remain. These matters should be discussed withthe group, and the facilitator should help to clear up any misunderstandings. Questionson technical matters, e.g. a maintenance plan for diesel engines, could be deferred, iffeasible, till the appropriate session during the course. If any concerns still remain, thematter should be referred to the course organizers and administration.

29

3. Overhead sheets: Sheet 1


Course objectives

General objective

➽ To contribute to the sustainability of watersupply and sanitation programmes andprojects in rural areas

Specific objectives

● To update knowledge on O&M issues

● To reinforce management skills on sustainableO&M

● To create specific approaches for better workand planning with communities

● To develop individual assignments based onthe lessons learnt and each participant’sworkplace


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Overhead sheet 2

Course outlineModule 1: Introduction

Unit 1: Course introductionUnit 2: PresentationsUnit 3: Concepts and trendsUnit 4: Links between water, health, sanitation and

environment

Module 2: Situation analysisUnit 1: O&M requirementsUnit 2: Analysis of participationUnit 3: Analysis of constraintsUnit 4: Analysis of objectives

Module 3: Towards sustainable O&MUnit 1: Linking technology choice with O&MUnit 2: Institutional set-upUnit 3: Community managementUnit 4: Gender awarenessUnit 5: Cost recoveryUnit 6: Monitoring for effectivenessUnit 7: Working and planning with communitiesUnit 8: Field visit

Module 4: PlanningUnit 1: Planning toolsUnit 2: Individual assignmentsUnit 3: Final presentations

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Overhead sheet 3


Proposed timetableWeek 1 Monday Tuesday Wednesday Thursday Friday

Session A Introduction O&M Analysis of Community Monitoring forrequirements constraints management effectiveness

Session B Presentations O&M Analysis of Community Monitoring forrequirements objectives management effectiveness

Session C Concepts and Analysis of Linking Cost recovery Gendertrends participation technology awareness

choice withO&M

Session D Linking water, Analysis of Institutional Cost recovery Preparationhealth, constraints set-up of field tripsanitation andenvironmentalprotection

Daily Daily Daily Daily Dailyevaluation evaluation evaluation evaluation evaluation


Session A Field trip Working with Individual Preparation of Presentationscommunities assignments presentations

Session B Field trip Working with Individual Preparation of Presentationscommunities assignments presentations

Session C Lessons learnt Planning Individual Presentations Evaluationfrom field trip tools assignments Closing

Session D Lessons learnt Planning Individual Presentationsfrom field trip tools assignments

Daily Daily Dailyevaluation evaluation evaluation


32

Unit 2: Presentations


➽ Objectives■ To enable the participants to present their personal experiences with operation

and maintenance

➽ Methodology1. Individual or group exercise2. Presentations by the participants

➽ Materials✔ Transparencies on the forms to be filled in✔ Flip chart and masking tape✔ Large sheets of paper✔ Overhead projector, screen or white wall

➽ Handouts✔ Information about operation and maintenance services in the host country✔ Forms for the exercise on initial presentations


The presentations allow the participants to share their personal experiences in differentbackgrounds with the group, and to give an overview of the problems which they haveencountered or are likely to encounter in their professional life. This approach will helpthe facilitator to plan future sessions, taking into account these problems and the distinc-tive features of each group.

The facilitator will explain the object of the presentations and distribute a preparedform for each participant to fill in (see exercise sheet, page 34). Participants from thesame department, region or project could be asked to join together and prepare a singlepresentation.

The group is given a maximum of 20 minutes to prepare the presentations. Eachpresentation is allowed 3 minutes, plus 2 minutes for questions or clarifications. Longdiscussions are not permitted at this stage since time will be given later during the course.

Each presentation should be written on large sheets, which will be put up on the wallduring the presentation. If possible, a secretary should type out the main points andresults of the presentations after the session is over, and distribute this information to allthe participants.

One problem frequently encountered in this exercise is the tendency to exceed thetime allocated. The facilitator must therefore be prepared to warn the participants whentheir time is nearly over. This responsibility could be shared with one of the participants.

Different presentations often tend to be repetitive as regards the problems or experi-

33

ences that are described. One way of overcoming this is to organize the presentations bysubject, taking all the participants who work on similar projects (e.g. gravity systems, orsmall piped systems with motorized water lifting, etc.) and grouping them together.Questions will be allowed only after all the participants in the subject area have com-pleted their presentations.



34

3. Exercise sheet

Form for initial presentations

1. Personal data

Name:

Nationality:

Location of professional activity:

Profession and education:

Present function:

2. Programme / project

Name of programme / project:

Main components of the project (point by point and briefly):

3. Main O&M and management problems

35

Unit 3: Concepts and trends



➽ Objectives■ To specify the importance of O&M and management■ To analyse O&M in a wider perspective of sustainability. To define the concepts of

operation, maintenance and management■ To raise awareness on present trends

➽ Methodology1. Introductory note2. Focused discussion on the importance of O&M3. Interactive presentation of the factors and process dealing with sustainability4. Group exercise on definition of concepts5. Exercise on the attributes of good management6. Focused discussion on what is rural

➽ Materials✔ Transparencies on the forms for exercises✔ Flip chart and masking tape✔ Overhead projector, screen or white wall

➽ Handouts✔ Forms for exercises✔ Copies of selected parts of background information✔ Copies of all transparencies


Introductory note

The aim of this session is to clarify and define the key concepts around which the coursehas been designed. It is important for all participants to understand that the issues relat-ing to O&M are not only technical, but also social, managerial, institutional, financialand environmental. Recent advances in water supply and sanitation projects reflect theseconcepts, which are the result of trials and experiences during the past 20 years. Thesession will also serve to introduce the group to a participatory teaching methodology,which does not exclude presentations and lectures. It is recommended that the groupshould be reminded, from time to time during the course, of these concepts which arethe cornerstone of the whole approach.


36

Focused discussion on the importance of O&M

After reminding the participants that their decision to attend this course was becausethey believed O&M was an important issue in their profession, the facilitator asks them,“Why is O&M important?” The group’s answers to this question are written on the flipchart or board by the facilitator or one of the participants. If an answer is not clear, thefacilitator helps this person and, in addition, may ask the participants to illustrate theiranswers with an example from personal experience in order to improve comprehension.The facilitator should ensure that the following ideas are mentioned and discussed bythe group: proper functioning, user’s satisfaction, sustainability, quality of life, healthstandards, and credibility of investments. After the session, the results of the discussionmay be typed out and distributed. The facilitator should not forget to keep track of time.

Interactive presentation of the factors and process dealing with sustainability

In an interactive presentation the facilitator, from time to time during the presentation,poses questions so that the group can interact, e.g. by explaining the situation in theirown words or by experiencing or proposing new ideas. The presentation starts by re-minding the participants of the close links between operation and maintenance andsustainability. The first message to be conveyed is that sustainability is a process whichstarts right from the planning stage, and that O&M is not simply what happens after thesystem has been constructed. The first overhead sheet, representing a graphic ofsustainability (see page 38), may now be presented. More details are provided below inthe section on background information. The second message deals with the factors thatinfluence sustainability. The facilitator can refer to the second overhead sheet and to thecontent details under background information (see page 45). Another effective way tohelp the participants’ comprehension is to explain the drawing with sustainability circles(see page 39), step by step.

Group exercise on definition of concepts

The facilitator asks the group to define the following terms: 1) sustainability, 2) opera-tion, and 3) maintenance. Key words suggested by the participants are then written onthe board, and from these a definition is gradually formulated for each term. At thisstage, full phrases may not be required for the definitions.

A set of overhead sheets provides definitions for this course (pages 41–43), which arecompared with what the participants proposed. Any difficulties in understanding shouldbe discussed until the whole group reaches a consensus.

Exercise on the attributes of good management

Management is one of the key terms in this course. It is therefore important to have acommon understanding about what it entails. There are no right or wrong answers, butthe objective is to highlight the participants’ perception of management and to comparethis with what the course will provide in terms of management tools.

The facilitator divides the participants into three or four groups and gives them anenvelope containing labels, each representing a major attribute generally connected withmanagement (see exercise sheet, page 44). Each group must choose five major attributes,which they think are needed for the proper management of projects. Some 15 to 20minutes are required for this exercise.

Each group puts up their labels on the board and explains briefly (in five minutes)the reasons for their choice. The facilitator then presents the group with a definition of

37


management and highlights some issues on management, which will be worked upon inthe course. Time should be set aside for discussion and questions to promote clarifica-tion.

Focused discussion on what is rural

To end the session, the facilitator asks the group to reflect on this key term in the title ofthe course, i.e. what do they understand by “rural”? The participants’ answers may causesome difficulty because countries vary in their rural situations and characteristics. Tofacilitate consensus it can be proposed that, in the present context, the focus must be onlow-cost technologies, including small piped-water supply systems. The aim here is not togive a precise definition of what is rural, but to provide a framework for improving ruralwater supply and sanitation, and to give an overview of the size and socioeconomicconditions of human settlements in the rural areas. Water supply and sanitation tech-nologies will be reviewed during the session on “O&M requirements” (see Module 2,Unit 1, page 63).


38

3. Overhead and exercise sheets: Sheet 1

Sustainability in theproject phases

■ Careful planning and design of O&M must already becompleted during the planning and design phase

■ Sustainability starts at the planning phase

■ What are the factors that influence sustainability?

Planning and design phase Construction phase O&M phase

B

A

123

Leve

l of b

enef

its

Time1 & 2: Development reaches sustainability

3: Unsustainable development

39

MODULE 1. INTRODUCTIONMODULE 1. INTRODUCTION

1 From CINARA-IRC course material: Gestion para la sostenibilidad en programas de agua potable y saneamiento(Management of sustainability in drinking-water and sanitation programmes), 1994–98.

Institutional and legal frameworkSupport—Adequate legislation—Resource development

EnvironmentQualityQuanity

Continuity

TechnologyComplexity

Human resourcesService levelCost of O&MSpare parts

O&M

CommunityCapacity to manage

GenderSociocultural factors

Willingness to payFinancial management

Technical skills

RISK

BEHAVIOURAND

MANAGEMENT OWNERSHIP

Overhead sheet 2

Factors which influencesustainability 1

SUSTAIN-ABILITY


40

Overhead sheet 3

Processes which influencesustainability

● Demand from the community

● Responsiveness from the supportinginstitutions

● Participation of the community throughout theproject phases

● Linking technology choice with operation andmaintenance

● Integrated planning (sanitation, water, hygiene,environment)

● Planning with a gender perspective

● Decentralization and transfer ofresponsibilities and resources

● Capacity-building at all levels

● Communication among stakeholders

● Public-private partnership

● Co-responsibility between communities andmunicipalities

41

Overhead sheet 4


DefinitionsSustainability

A service is sustainable when:

➽ it functions and is being used

➽ it is able to deliver an appropriate level ofbenefits (quality, quantity, convenience,comfort, continuity, affordability, efficiency,equity, reliability, health)

➽ it continues over a prolonged period of time(which goes beyond the life-cycle of theequipment)

➽ its management is institutionalized (communitymanagement, gender perspective, partnershipwith local authorities, involvement of formal/informal private sector)

➽ its operation, maintenance, administrative andreplacement costs are covered at local level(through user fees, or alternative financialmechanisms)

➽ it can be operated and maintained at locallevel with limited but feasible external support(technical assistance, training, monitoring)

➽ it does not affect the environment negatively.


42

Overhead sheet 5

DefinitionsOperation

Operation deals with the actual running of aservice (e.g. provision of fuel, starting or handlingof pumps, control of water collection points,general mechanical or water treatmentprocedures, hygienic handling, etc.).

Maintenance

Maintenance deals with the activities that keepthe system in proper working condition, includingmanagement, cost recovery, repairs andpreventive maintenance.

➽ Crisis maintenance: maintenance under-taken only in response to breakdowns and/or public complaints, leading to poor servicelevel, high O&M costs, faster wear and tear ofequipment, and user’s dissatisfaction.

➽ Preventive maintenance: maintenanceactivities undertaken in response to pre-scheduled systematic inspection, repair andreplacement, leading to continuity in servicelevel, O&M costs spread over time, extensionof life-span of equipment, user’s satisfactionand willingness to pay.

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Overhead sheet 6


DefinitionsManagement

Management deals with the control andorganization of a service and encompasses thefollowing main functions:● Development of a vision and strategy● Planning● Organization and mobilization of resources● Administration● Accounting● Leadership, motivation of personnel● Supervision, monitoring and evaluation● Promotion of external relationships.

This course focuses on the following managerialissues:● Strategy development● Planning skills● Skills in problem-solving● Integration of technical and social issues● Communication (efficient presentation

technique)● Monitoring● Human resource development● Planning with communities.


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Exercise sheet

1 Adapted from: Srinivasan L. Exercise in tools for community participation—A manual for training trainers in participa-tory techniques (PROWWESS/UNDP Technical Series). PROWWESS/UNDP—World Bank Water and SanitationProgram, New York, 1993.

Management attributes 1

Prepare in advance an envelope containing the following labels which describe apossible management attribute. Each group will have to choose the five mostimportant attributes for managing O&M (see notes on page 36).

Sense of responsibility Skills in planning

Willingness to Staff supervisiontake risks

Skill in problem-solving Sense of humour

Capability to generate Communicationnew ideas

Planning with Enthusiasmcommunities

Promotion of external Monitoringrelations

Strategy development Initiative

Integration: Technical skillstechnical/social

Mobilizing resources Ability to work in groups

Human resource Stimulating leadershipdevelopment

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4. Background information

4.1 Operation and maintenance in the context of sustainability

Sustainability depends to a large extent on effective and efficient operation and mainte-nance. Many factors and processes that contribute to sustainability have a direct influ-ence on operation and maintenance.

Sustainability can be analysed in time, as shown in the Figure on project phases (seepage 38). A service is sustainable when:

a) it is functioning and being used; b) it is able to deliver an appropriate level ofbenefits (quality, quantity, convenience, comfort, continuity, affordability, efficiency, equity,reliability, health); c) it continues over a prolonged period of time (which goes beyond the life-cycle of the equipment); d) its management is institutionalized (community management,gender perspective, partnership with local authorities, involvement of formal/informal privatesector); f) its operation, maintenance, administrative and replacement costs are coveredat local level (through user fees, or alternative financial mechanisms); g) it can be operatedand maintained at local level with limited but feasible external support (technical assist-ance, training, monitoring); and h) it does not affect the environment negatively.

Proper operation and maintenance activities will contribute to the sustainability of aservice after its construction, depending on a series of factors and processes which willhave to be developed during the design and planning phase, and consolidated duringthe construction phase. In other words, the sustainability of operation and maintenancestarts right from the planning stage.

4.2 Factors which contribute to sustainability and to effective operation and maintenance

As described in the chart with circles (see page 39), sustainability relies on four interre-lated factors (adapted from CINARA—IRC course material, 1994 to 1998): a) technicalfactors, b) community factors, c) environmental factors, and d) the legal and institu-tional framework.

The technical factors which are likely to influence operation and maintenance as wellas sustainability as a whole are: technology selection; complexity of technology; its capa-city to respond to a demand and a desired service level; its impact on the environment;the technical skills needed to operate and maintain a system; the availability, accessibilityand costs of spare parts; and the cost of maintenance.

The community factors which are likely to influence operation and maintenance aswell as sustainability as a whole are: availability of technical skills to operate and maintaina service, and implement preventive maintenance activities and small and big repairs;capacity and willingness to pay; participation of all social groups in the community andboth men and women; financial and administrative management carried out by a legiti-mate and organized community structure; the felt need for an improved service; socio-cultural aspects related to water; and individual, domestic and collective behaviourregarding hygiene and sanitation.

The intersection between the technical circle and the community circle (see chart onpage 39) indicates the level of ownership and responsibility of communities towards theservice. Ownership and responsibility are the key prerequisites for sustainable operationand maintenance.

The environmental factors which are likely to influence operation and maintenanceas well as sustainability as a whole are: the quality of the water source (which will in turninfluence the technology choice, and its need for treatment); and its quantity and conti-nuity.

The intersection between the environmental circle and the community circle (seepage 39) represents the way the community will manage water resources and especially



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the impact on the environment of community behaviour in terms of sanitation andmanagement of used waters. Water resources management, pollution control, hygienicbehaviour, and proper wastewater management are all crucial components for sustain-ing a water supply service, to which operation and maintenance must contribute.

All these factors evolve within a legal and institutional framework. At the nationallevel there must be clear policies and strategies towards operation and maintenance,which can be implemented. Support activities, such as technical assistance, training,monitoring, water quality control, and the setting up of alternative financing mecha-nisms are all likely to influence operation and maintenance activities.

Financial factors are key components inherent in all the above factors (technical,community, environment and institutional).

4.3 Processes which influence sustainable operation and maintenance

Processes differ from factors since they focus on the approach and the methodology ofworking. In the past, it was thought that the development or consolidation of factorsalone could contribute to greater efficiency, effectiveness and sustainability. Now, how-ever, it is realized that processes also have an important role to play. Among the processescan be listed the following: demand from the communities; responsiveness from sup-porting institutions and agencies; participation of communities (men and women)through the whole project cycle; linking technology choice with operation and mainte-nance; integration of water, sanitation, health and environment; planning with a genderperspective; effective decentralization; communication among all stakeholders; public/private partnership; co-responsibility between community and municipality; andcapacity-building at all levels.

Demand for an improved service by the communities is a prerequisite for sustainability.It is an expression of their commitment, and a way to make communities responsible fortheir choices and future tasks. However, demand should be promoted because commu-nities must be made aware of the different technology options available, and of theirfinancial consequences. The concrete expression of demand varies from one country toanother and from one development agency to another. Demand can be manifested inthe form of an initial contribution in cash or in kind to the capital costs, or in the form ofa written solicitation from an organized community group to the municipality.

Responsiveness of support institutions and agencies is the capacity of municipalities,nongovernmental organizations (NGOs), and other institutions and agencies to respondadequately to the needs and demand of communities. In many countries, municipalitiesneed to be consolidated in their ability to deal with rural communities.

Participation of communities (men and women) throughout the whole project cycleis essential since it is a way to motivate, make responsible and build the capacities ofcommunities in their new tasks and functions.

Linking technology choice with operation and maintenance at the planning stage isthe key in the technology selection process. Indeed, communities must be able and will-ing to operate, maintain, administrate and finance the new service.

Planning with a gender perspective implies that the roles and functions of both menand women are clearly defined for management, operation and maintenance, since thesemight also highlight the need for specific capacity-building activities.

The decentralization process, which is underway in most developing countries, has adefinite impact on the way institutions deal with the provision of water supply services.The main trend is for municipalities to be responsible, while the private sector (formaland informal) can contribute actively in the maintenance of systems.

Communication from central to local level and vice versa, and between privateagencies and development agencies can enhance the coordination of activities and

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implementation of policies. Furthermore, a proper information and monitoring systemrelies on effective communication channels.

Public / private partnership can have an important role in the operation and main-tenance of improved water supply and sanitation services, where the private sector canoperate, maintain, and manage the service under contractual agreements.

Co-responsibility between communities and municipalities implies that the tasks,responsibilities and functions of both parties are clearly defined. This is especially truenow that municipalities are increasingly being given the legal and constitutionalresponsibility for the provision of public services. At the same time, community manage-ment is being promoted as a key element of sustainability. Efficient dialogue and a cleardefinition of roles need to be worked out, developed and consolidated.

Capacity-building at all levels is needed, especially in an environment of changingroles and responsibilities induced by the decentralization process.



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Unit 4: Linking water, health, sanitation andenvironmental protection


➽ Objectives■ To raise awareness on the need to link water, health, sanitation and environmental

protection■ To show that adequate operation and maintenance of water supply and sanitation will

contribute to health and environmental protection

➽ Methodology1. Introductory note2. Video presentation followed by a discussion3. Interactive presentation on the links between major health preventive measures and

environmental protection4. Focused discussion on behavioural change5. Exercise in plenary using a behavioural change matrix

➽ Materials✔ Overhead transparencies✔ Flip chart and masking tape✔ Overhead projector, screen or white wall✔ Video projector✔ Video: “Prescription for Health”

➽ Handouts✔ Copies of all transparencies✔ Selected extracts from background information


Introductory note

It was mentioned in a previous session that there is a trend to link water supply, health,sanitation and environmental protection activities because an adequate water supply byitself cannot solve all health problems. Proper handling and hygienic use of water, hygi-enic maintenance of water points and water sources, protection of the environment, safesanitation disposal and cleaning of hands all contribute to the improvement of health.The facilitator must therefore focus on the importance of linking water supply, health,sanitation and environmental protection, and help all participants to see the need forsuch integration.

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Video presentation followed by a discussion

A 23-minute video film, “Prescription for Health”, was produced by the IDRC (Interna-tional Development Research Centre), P.O. Box 8500, Ottawa K1G 3H9, Canada, and issuitable for audiences of diverse cultural backgrounds. It was filmed in Bangladesh, Kenya,Philippines, Sri Lanka and Thailand, with extensive animation sequences to illustrateclearly the contamination path. The video promotes personal hygiene and communitypractices linked to water supply and sanitation, which can help to break the cycle ofinfection. Produced in collaboration with the World Health Organization and OXFAM,the video is primarily aimed at health care workers and water and sanitation engineers. Itis a source of information for planners and policy-makers, and particularly strong inraising awareness.

After viewing the video, the participants are asked by the facilitator to comment onthe key messages brought up in the film. Their main ideas are written on the board,together with statements from the video which are added by the facilitator who must bethoroughly familiar with the film. The facilitator then asks the participants how far thistype of approach has been or could be utilized in their own working environment, andencourages them to discuss freely based on their personal experiences.

Identification of obstacles that inhibit the link between water supply, health, sanita-tion and environmental protection is discussed in a plenary session. The aim of thisexercise is to show the constraints that must be overcome in order to reach integration.Such issues as no priority, not our mandate, no knowledge about it, poor financialresources, and poor inter-sectoral cooperation might come out during the discussion.The course does not try to solve these problems, but tries to show how O&M activitiescan contribute to this integration.

Interactive presentation on major preventive measures and environmental protection

Using the overhead sheets provided, the facilitator shows the major preventive measuresfor reducing the transmission of diseases related to water and sanitation. Some explana-tions are available in the background information and supporting material.

The topic of environmental protection is dealt with in the same way. In both cases, itis important to show how these issues are related to O&M and its management. After anoverhead sheet is presented, the group is asked, “How can a better O&M contribute tothis situation?”

Focused discussion on behavioural change

Since hygiene practices and environmental protection activities are linked to specificindividual, domestic or collective behaviours, the facilitator initiates a discussion withthe group by asking the following questions: “Can you give examples from your profes-sional experience of activities that aimed at changing behaviour, or specific outcomeswhich depended on behaviour change?” “Were they successful?” “What made themsuccessful or not successful?” The facilitator then discusses with the group some basicaspects which make behavioural change not always successful (see background informa-tion, page 55).

Exercise in plenary using a behavioural change matrix

Key criteria for activities to promote behavioural change have been developed in amatrix by UNICEF, which can be presented to the whole group as an exercise in aplenary session. The matrix is given in an exercise sheet (see page 54).



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The facilitator asks the group for examples of behavioural change which all partici-pants are familiar with, such as “Use of chlorine tablets to disinfect water at householdlevel”. The facilitator goes through the whole matrix with the participants, analysing thechosen behaviour change, and scores the total number of points. The final result is evalu-ated according to the ranges given in the exercise.

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Prevention of diseases relatedto water and sanitation

Major preventive measures

1. Safe human excreta disposal*

2. Personal hygiene

3. Domestic hygiene

4. Food hygiene

5. Water hygiene*

6. Safe wastewater disposal and drainage*

* Link with Operation and Maintenance.


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Overhead sheet 2

Relationship between infectionand preventive measures 1

Safe human Personal Domestic Food Water Drain-excreta hygiene* hygiene hygiene hygiene* age*

Infection disposal*

DiarrhoeaDysentryTyphoidCholera

Roundworm(ascariasis)Whipworm(trichuriasis)

Hookworm

Beef and porktapeworms

Schistosomiasis(bilharzia)

Guinea worm(dracunculiasis)

ScabiesRingwormYaws

TrachomaConjunctivitis

Louse-bornetyphusLouse-bornerelapsing fever

MalariaYellow feverDengue

Bancroftianfilariasis

* Can be influenced by adequate operation and maintenance.

1 From: Boot M, Cairncross S. Action speaks: the study of hygiene behaviour in water and sanitation projects. The Hague,IRC (and London School of Hygiene and Tropical Medicine), 1993.

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Overhead sheet 3


1 From: Bastemeyer TF, Lee MD. Drinking water source protection. The Hague, IRC, 1991.

Drinking water sourceprotection 1

● Appropriate source selection and intake

● Catchment protection*

● Sanitary surveying of water point*

● Improvement of sanitation practices*

● Physical protection of wells and intakes*

● Soil and water conservation techniques*

● Wastewater treatment*

● Wastewater recycling*

● Artificial recharge

● Reforestation

● Community motivation and awareness*

● Partnership between communities andauthorities

● Legislation and enforcement* Can be influenced by adequate operation and maintenance practices.


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Exercise sheet

Behavioural change matrixCriteria for evaluating the likelihood ofbehavioural change(Source: van Wijk C, Murre T, Esrey S. Motivating for better hygiene and behaviour. New York,UNICEF—IRC, 1996)

Health impact of Complexity of Direct consequencesbehavioural change behavioural change of behavioural change0. No impact on health 0. Unrealistic 0. No consequences1. Minor impact 1. Involves too many actions 1. Minor consequences2. Some impact 2. Involves many actions 2. Some consequences3. Significant impact 3. Involves few actions 3. Significant consequences4. Very significant impact 4. Involves two actions 4. Major consequences5. Eliminates the problem 5. Involves one action 5. Consequences guaranteed

Frequency of Cost and effort of engaging Persistence needed tobehaviour behavioural change induce behavioural change0. Too cumbersome 0. Unrealistic 0. Unrealistic1. Must be done hourly 1. Requires important 1. Requires compliance2. Must be done once a day resources and effort for several weeks3. May be done every 2. Requires significant 2. Compliance for a week

few days resources and effort 3. Compliance for several4. May be done once a 3. Requires some days

week resources and effort 4. Compliance for a day5. May be done occasionally 4. Few resources or effort 5. Very brief compliance

5. Requires only existingresources

Compatibility with Observability Similar practicesexisting activities0. Totally incompatible 0. Cannot be observed by 0. Nothing like this is done1. Significantly incompatible an outsider 1. Slightly similar2. Some incompatibility 1. Very difficult to observe 2. Existing practice similar3. Little incompatibility 2. Difficult to observe 3. Several similar practices4. Easy to incorporate in 3. Is observable with 4. Many similar practices

existing activities attention 5. Similar practices widely5. Type of activity already 4. Observable existing

widely practised 5. Cannot be missed

For each proposed behavioural change, score 0 to 5 for each of the nine boxes. Aggregate thetotal score for each behavioural change. If the score is less than 20, it is highly unlikely that theaudience will make the change. Different goals must be set. If the score is over 36, it is highlylikely that the goal will be achieved.

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4.1 Why is behaviour not changed by conventional hygiene education? 1

Planners of hygiene programmes and practitioners often believe that it is possible to giveuniversal hygiene messages to the population. Such messages are based on the assump-tion that the knowledge of health educators is superior to local insights and practices.The fact that people have adapted their lifestyle to local circumstances and developedtheir insights and knowledge over years of trial and error is overlooked. General hygienemessages can therefore be irrelevant, incomplete or unrealistic.

The methods used to get the information across are often not suitable to create be-havioural change. Many health messages are given in the form of lectures at health clin-ics, talks in meetings and gatherings, and through the mass media (e.g. posters, radiotalks, brochures and booklets). Even if the educators succeed in reaching the intendedaudiences using the media, the people are only “told what to do”, and often do not getthe chance to relate the message to their own experiences. It is important to realize thatpeople can make sense of new information only in the light of their own experiences,perceptions and cultural backgrounds.

Many health education programmes teach people about water and sanitation-relateddiseases—what they are, how they are caused, and how they are prevented. But educa-tion does not, by itself, reduce the risks of transmitting these diseases. Only action can dothis; knowledge is useful but not sufficient. Reviews of hygiene programmes show thatappropriate settings to promote particular changes are rare.

4.2 What motivates people to improve their hygiene?

If general messages and information on disease transmission do not change people’sbehaviour, what is it that can bring people to take action on the risky practices and con-ditions in their own environment?

An individual will adopt new behaviour when he or she believes that the practice hasclear benefits—for health or other reasons—and considers these benefits as important.Change of behaviour is also considerably influenced by convenience, comfort, andstatus. The individual will then develop a positive attitude to the change. Positive ornegative views on the environment from others can also influence a person’s decision totry the new practice. Thus, an individual’s attitude and situation will determine if thepractice is taken up, and when this is found to be beneficial, it is continued.

What hygiene education programmes can do is to support water and sanitation projects,which are planning to install new facilities for the community’s use:

a) by assessing if water, sanitation and hygiene have a high priority among the variousgroups in the community, and by promoting their understanding of the implications ofthe existing conditions and proposed technical options for both community and familyhealth;

b) by following up people’s use of the newly installed facilities and their hygienepractices in order to provide feedback to planners who will be better prepared to reduceother disease transmission risks, which prevent the realization of health improvementsin the communities concerned.

Certain practices cannot produce results by individual change alone, but require con-certed action by larger groups and the whole community. Making choices together, as-signing responsibilities, and monitoring action will increase the people’s commitment toput into practice the agreed changes. Communal change is only possible when the com-


1 From: van Wijk C, Murre T, Esrey S. Motivating better hygiene behaviour: importance for public health—Mechanisms of change. New York,UNICEF—IRC, 1996.


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munity members themselves feel there is a problem and jointly undertake action thatwill permanently improve the conditions and their practices.

When learning, people remember 20% of what they hear, 40% of what they hear andsee, and 80% of what they discover for themselves. This calls for a change in the wayteaching is carried out—from a didactic to a more participatory and growth-centrededucation.

Four major factors stimulate people to change their behaviour: 1) facilitation(convenience, making life easier); 2) practical understanding; 3) influence of others;4) capacity to change.

4.3 Experiences in better water resource management 1

Source selection and siting of intakes

Field experience shows that good source selection and adequate siting of intakes con-tribute to the reliability of the water supply system. For the selection of groundwatersources, in particular for small point source supplies, procedures could be more system-atic, both in terms of locating high-yielding sites and in terms of avoiding sites with ahigh potential for contamination by seepage from the surface.

For the siting of shallow drilled and hand-dug wells, the risk associated with faecalcontamination from on-site sanitation are poorly understood and quantified. Where watersupply points are located within or adjacent to settlements, two elements have not beenadequately addressed with respect to possible contamination by existing sanitation unitsand/or waste disposal practices. The first element concerns the risk of contamination ofdrinking-water sources from waste. The second is the lack of criteria for the establish-ment of safe distances between water source and possible contamination points.

With increasing population pressures and expansion of human activities into previ-ously undisturbed catchment areas, risk assessment must take into account both currentand projected activities within the catchment area.

Catchment protection

More active protection of catchment areas is needed, which involves a systematicappraisal of catchment areas for surface or groundwater sources and the identificationof environmental factors related to land use. There is a need for practical experience todevelop checklists for small sources to be effectively managed and maintained by localcommunities.

The groundwater pollution risk is the product of the contaminant load applied to thesubsurface by human actions and the natural pollution vulnerability of the aquifer. Toprotect aquifers, it must be clear which pollutants and pollution sources affect themmost. This knowledge forms the basis for delimiting protection zones within whichhuman activities must be regulated.

Protection zones are important for the design, prioritization and distribution ofwater resources protection measures. The zones can be delimited with respect to thelevel and nature of the risk, resulting in more coherent and incisive protection strate-gies. The effectiveness of protection zones depends on the commitment of the localpopulation to observe established protection measures. Protected areas are obviouslyincreasingly vulnerable as population density increases.

1 Extracts from: Bastemeyer T. Drinking-water source protection. The Hague, IRC, 1991.

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Sanitary surveying

Sanitary surveys are a form of risk assessment in which the bacteriological, physical andchemical quality of a water source, the technical quality of the water supply point, theway it will be used by the communities, the surrounding environmental hygiene condi-tions, and the potential causes for contamination are examined. Their purpose is tominimize the level of risks of on-site contamination by identifying remedial measureswhich can quickly and easily be undertaken.

Improvement in sanitation

The problem of contamination of the water supply by users through poor sanitation andhygiene is widespread. Use of latrines and other sanitary systems reduces the risk offaecal pollution by excluding contamination of the topsoil or ground surface so thatexcreta are not washed into the surface water or transported by animals. The design oflatrines should in principle ensure that there is no direct sub-surface link between theexcreta and the groundwater supply, which involves taking into consideration the site,soil type and depth, and seasonal and daily water levels.

Physical protection of wells and intakes

Users pollute their water sources due to the lack of awareness about ways and means toensure adequate physical protection of the water supply point. Community water supplyprojects, which are engaged in groundwater development through construction of wells,recognize the importance of simple site protection against pollution. The addition ofwell-aprons, soakway drains, covers and handpumps protect the water’s quality by pre-venting the inflow of contaminated water back into the well.

Soil and water conservation techniques

Soil and water conservation activities can decrease turbidity by preventing sediment trans-port, increasing groundwater recharge, and decreasing surface flow peaks by increasinginfiltration. A full range of erosion control techniques and strategies has been pioneeredfor developing countries and applied with considerable success.

However, soil erosion has expanded at a faster pace than most national governmentshave been able to cope with. A large proportion of soil erosion problems resulted fromthe expansion of shifting cultivation techniques into marginal areas. Additionally, theyresult from the settling of previously semi-nomadic people who have little history ofterrace building or other traditional forms of soil stabilization.

Wastewater treatment

Both industrial effluent and domestic sewage should be treated to minimize pollutionrisks. For domestic sewage, different on-site and off-site technical options are available,but they are not always applied. In the developing countries, sewage lagoons and oxida-tion ditches are among the most economical methods. There is little experience in theuse of simple and effective, low-cost treatment technologies for small-scale industrialpolluters, especially for small rural agro-industries. There are no feasible treatmentpossibilities to deal with the many toxic elements originating from industries and themisapplication of fertilizers. Preventive measures against contamination from industrialand agricultural activities are therefore crucial.



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Wastewater recycling

Wastewater treatment is complementary to wastewater recycling. As such, sewage wastemay only need partial treatment in order to be used on farmland for irrigation or in arange of industrial processes where water quality standards are not critical. Wastewaterrecycling, if carried out correctly, can be a form of water source protection as well asconservation. The risk of contamination of water sources is decreased through properrecycling and increases the efficient use of the water source. In this way, water is treatedby less expensive methods, since treatment requires mainly the removal of coliforms andhelminths (e.g. wastewater treatment ponds).

Artificial recharge

Ground-water resources can be managed in order to decrease water table recession andsaltwater intrusion, by artificial recharge. On the small and medium scale, recharge ispredominantly performed from infiltration ditches, ponds and basins, retention of riverunderflow (using sub-surface dams), and through the retention of river floodwater. Sandstorage dams can also be used to increase the dimensions of the shallow ground-waterreservoir.

Reforestation

Reforestation programmes coupled with anti-erosion, soil and water conservation tech-niques are considered essential for the improvement of many water source problems.However, at the present time many more trees are cut down than planted.

Community motivation and awareness

Many water pollution problems are due to a lack of awareness of the causes of healthproblems among communities. The link between water, hygiene and illness is not stronglyperceived since water is assumed to be beneficial and cleansing rather than a potentialsource of infection.

Partnership between communities and government agencies

A reliable and functioning water supply system may greatly contribute to the protectionof water sources, and vice versa. Community-based maintenance and management ofwater supply systems is a good starting point for a more integrated approach to watersource protection and environmental conservation. Although community watermanagement strategies are possible, there must generally be direct links between thecommunity and the water source. Communities must be the users of the water source orderive some other benefit from the protective action such as commercial benefits fromtree planting or increased crop production following soil conservation. Conflict of inter-est between upstream and downstream users is a serious problem worldwide. That is whya sound legal basis for community water supply systems is very important. Governmentinstitutions and local authorities should support community efforts to manage andprotect their drinking-water sources.

Legislation and enforcement

At the present time, water resource and environmental legislation in most developingcountries has evolved over the years in response to specific water management problems,which were associated with economic and demographic growth. The legislation has usu-ally been directed towards controlling the use of water from major rivers or lakes, which

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are of economic significance, and currently does not provide a good basis for the protec-tion of drinking-water sources.

WHO has listed the following legal issues which require attention:

— regulations are needed to ensure that the source exploited for community watersupply is the most favourable in terms of quality, quantity, and access;

— regulations are needed to ensure health and environmental protection forwastewater use since there are obvious public health hazards;

— legal provisions are required to ensure that potential water sources are adequatelyprotected from the harmful effects of wastewater infiltration;

— legislation and regulations are needed to ensure that the costs of communitywater supply and sanitation are recovered from all water source users.


MODULE 2

Situation analysis

MODULE 2. SITUATION ANALYSIS

Unit 1: Operation and maintenance requirements 631. Outline of session 632. Notes for the facilitator 633. Overhead and exercise sheets 654. Background information 70

4.1 What is sanitation? 704.2 Water supply and sanitation O&M fact sheets 70

Rooftop water harvesting—Spring water captation—Drilled well—Rope and bucket: loose, through a pulley oron a windlass—Direct-action handpump—Deep-well pistonhandpump—Diesel engine—Chlorination in piped watersupply systems—Slow sand filtration—Public standpost—Ventilated improved pit latrine—Double-vault compostlatrine—Septic tank and aqua-privy—Drainage field—Small-bore or settled sewerage

4.3 Spare parts provision in general 1034.4 Towards sustainable spare parts provision 103

Unit 2: Analysis of participation 1071. Outline of session 1072. Notes for the facilitator 1073. Overhead sheets 1094. Background information 109

Unit 3: Analysis of constraints 1101. Outline of session 1102. Notes for the facilitator 1103. Overhead sheets 1124. Background information 116

4.1 The importance of problem analysis 1164.2 What is a problem? 1164.3 The OOPP methodology 1174.4 How to analyse problems 117

Unit 4: Analysis of objectives 1191. Outline of session 1192. Notes for the facilitator 1193. Overhead sheets 1214. Background information 123

4.1 Discussion on alternatives: identifying potential alternativesolutions 123

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Unit 1: Operation and maintenance requirements



➽ Objectives■ To identify the rural water supply and sanitation technologies which are most

frequently used in the participants’ projects■ To identify the operation and maintenance requirements of both water supply and

sanitation technologies■ To review problems in spare parts availability.

➽ Methodology1. Introductory note2. Focused discussion on rural water supply and sanitation technologies most frequently

used in the participants’ projects3. Group assessment of operation and maintenance requirements and problems most

frequently encountered4. Presentation on spare parts availability.

➽ Materials✔ Overhead transparencies✔ Flip chart and masking tape✔ Overhead projector, screen or white wall

➽ Handouts✔ Copies of all transparencies✔ Selected extracts from background information✔ Forms for the exercise


Introductory note

Situation analysis starts by reviewing the main technical activities for the operation andmaintenance of rural water supply and sanitation services. It allows the participants tounderstand and be familiar with the various technologies presented in the course.

Focused discussion on rural water supply and sanitation technologies

The facilitator asks the participants what types of technologies are being promoted intheir rural water supply and sanitation projects. These are listed on the board and, withthe aid of the transparencies (see overhead sheets, pages 65–67), compared with thetechnologies presented in the course.

The course deals with only human excreta disposal systems, which is the basic sanita-tion option in many projects. This does not mean that other aspects of sanitation, such as

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wastewater disposal, solid waste disposal, and drainage of surface (rain) water, are notimportant because they are all important.

All water supply and sanitation project planners should, as if automatically, be able tointegrate their basic and simple wastewater disposal services with water supply services.However, the course does not advocate systems which cannot be sustained by rural com-munities.

Group assessment of basic O&M requirements

The aim of this exercise is to assess the basic O&M activities in a particular system whichwill be chosen by the groups, including their frequency, human resources and skills, andrequirements for tools, equipment, materials and spare parts. The participants aredivided into groups corresponding to the main technologies, including sanitation. Allparticipants are asked to fill in a form (see exercise sheet on “Assessment of basic O&Mrequirements”, page 68). Each group then rapidly presents their work, with an emphasison the problems encountered which will be considered throughout the course. Thepresent session deals with the problem of spare parts availability.

Interactive presentation on spare parts availability

Problems in the availability of spare parts are often encountered in the operation andmaintenance of water supply and sanitation projects. This session reviews the main char-acteristics of the problem, which must be taken into account in planning for spare parts.The overhead sheets and background information (see below) will be useful in prepar-ing the presentations, in which the participants will describe their experiences. In addi-tion, a spare parts supplier could be invited to share his experience and perceptionsduring the session.

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Water sources for low-cost watersupply technologiesRain water

Rooftop water harvestingCatchment and storage dams

GroundwaterSpring water captationDug wellDrilled wellSubsurface harvesting

Surface waterProtected side intakeBottom river intakeFloating intakeSump intake

Water-lifting technologiesRope and bucket: loose, through a pulley, or on a windlassBucket pumpRope pumpSuction plunger handpumpDirect action pumpDeep-well piston pumpDeep-well diaphragm pumpCentrifugal pumpElectrical submersible pumpAxial flow pumpHydraulic ram


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Overhead sheet 2

Power systemsHuman powerAnimal tractionWindmillPhotovoltaic systemsElectric enginesDiesel engines

Water treatment devicesAt the household level

HeatingSolar disinfectionHousehold slow sand filterDomestic chlorination

At the community levelPot chlorination in wellStorage and sedimentationUpflow roughing filtersSlow sand filtrationChlorination in piped water supply systems

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Low-cost sanitation technologies

Dry systems● Basic improved traditional latrine● Ventilated improved pit latrine● Double-vault compost latrine

Wet systems● Pour-flush latrine with leaching pits● Aqua-privy● Pour- or full-flush latrine with septic tank

Pit-emptying techniques● Vacuum tanker● Vacutug● Manual latrine pit-emptying technology

Liquid effluent disposal systems● Soakaway● Drainage field● Small-bore sewerage

Overhead sheet 3


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Overhead sheet 4


Sustainable provision ofspare parts depends on:

1. The demand for spare parts● Spare parts needs● Spare parts costs● Spare parts accessibility

2. The supply of spare parts● Use of local materials and manufacture● Marketing and sales points● Perspective on profits

3. Strategic issues● Efficient planning● Quality of spare parts● Whether to standardize● Approaches to reduction of spare parts needs● Appropriate pricing policy● Private sector involvement● Capacity-building


4.1 What is sanitation?

Sanitation encompasses the following: 1) human excreta disposal systems, 2) wastewaterdisposal devices, 3) solid waste disposal, and 4) drainage of surface (rain) water. Thiscourse focuses mainly on human excreta disposal, which is considered to be the basicsanitation option. The other three areas are also important and some comments on themare given below.

Wastewater is either sullage (greywater), which is wastewater from kitchens and bath-rooms, or sewage (blackwater), which includes sullage and is settled wastewater contain-ing parts of human excreta, and water-borne waste. Problems are mainly encountered inareas with a high density of houses and people, where the wastewater is liable to floodingif there is no proper drainage, or can be a source of smells, rodents and contamination(see Module 1, Unit 4, page 48). Wastewater can contaminate drinking-water suppliesthrough broken pipes or the spread of stagnant water, depending on the absorptioncapacity of the soil. The problem with water-borne disposal is its high rate of water con-sumption, regular blockage in the drainage system, and high O&M costs.

Plans for simple wastewater disposal and drainage devices should be made during theinitial technical design phase. Proper maintenance of small gutters, drainage devices, orareas surrounding water points is essential, and communities should actively participateto prevent blockages and stagnant water forming around the water points.

Solid waste generally includes household refuse, waste from institutions, industrialwaste and hospital waste. Rural areas are mainly concerned with the first two of these, butcan be contaminated indirectly by pollution from industrial waste. Populations in devel-oping countries produce different wastes from those in industrialized countries; there isa similar difference in wastes between urban and rural areas. Vegetable waste accountsfor, on average, 30% of the total waste in industrialized countries and 75% in developingcountries; the possibilities for composting and recycling depend on the composition.Improper solid waste disposal can present a public health risk, and is often the cause ofdrainage blocks and aesthetic problems. Unplanned and uncontrolled dumpsites cangenerate ground and groundwater pollution, as well as lead to air pollution and prolif-eration of rodents.

Maintenance activities linked to wastewater and solid waste disposal in rural areas areto a large extent a matter of preventive maintenance by the active involvement of users.Behavioural changes in communities to improve the operation and maintenance ofbasic sanitation systems can be induced by effective awareness campaigns, together withparticipatory sanitary problem assessment (see Module 1, Unit 4, page 48).

4.2 Water supply and sanitation O&M fact sheets

The fact sheets given below are extracted from: Linking technology choice with operation andmaintenance, in the context of low-income water supply and sanitation, by F. Brikké et al.Published by the Operation and Maintenance Network of the Water Supply and Sanita-tion Collaborative Council, 1997, and available from WHO headquarters (contactMr J. Hueb) or from IRC.


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O&M FACT SHEET

Rooftop water harvestinga. Brief description of technologyRooftop catchment systems gather rainwater caught on the roof of a house, school, etc. using gutters and downpipes(made of local wood, bamboo, galvanized iron or PVC) and lead it to one or more storage containers ranging from simplepots to large ferrocement tanks. If properly designed, a foul flush device or detachable downpipe is fitted for exclusionof the first 20 litres of runoff during a rainstorm, which is mostly contaminated with dust, leaves, insects and birddroppings. Sometimes runoff water is led through a small filter consisting of gravel, sand and charcoal before enteringthe storage tank. Water may be abstracted from the tank by a tap, handpump or a bucket and rope system.

Initial cost: In Southern Africa, US$ 320 for a system with 11 m galvanized iron gutter, 1.3 m3 galvanized iron tank,downpiping, tap and filters, excluding transport (Erskine, 1991). Where the roof is not suitable for water harvest-ing, the cost of improving the roof and gutters will have to be added to the cost of the tank. Such costs werefound to vary between about US$ 4 (in Kenya, subsidized) and US$ 12 (in Togo) per m2 (Lee & Visscher, 1992).Total capital costs for rooftop rainwater catchment systems are usually higher than for other water supplysystems.

Yield: Potentially almost 1 litre per horizontal square metre per mm rainfall. The quantities usually are only sufficient fordrinking purposes.

Area of use: Most developing countries with one or two rainy seasons (especially in arid and semi-arid zones, withaverage annual rainfall ranging from 250 to 750 mm) and where other improved water supply systems aredifficult to realize.

Construction: Systems are usually produced locally.

b. Description of O&M activitiesIn case there is no foul flush device, the user or caretaker has to divert away the first 20 litres or so of every rainstorm.Fully automatic foul flush devices are often not very reliable. Water is taken from the storage tank by tapping, pumping,or using a bucket and rope. For reasons of hygiene, the first two methods are preferred. Just before the start of the rainyseason, the complete system has to be checked for holes and broken parts and repaired if necessary. Taps or handpumpshave to be serviced. During the rainy season the system is checked regularly, and cleaned when dirty and after every dryperiod of more than a month. Filters should be cleaned every few months, filter sand should be washed at least every sixmonths, and the outside of metal tanks may be painted about once a year. Leaks have to be repaired throughout theyear, especially leaking tanks and taps, as they present health risks. Chlorination of the water may be necessary. Alloperation and maintenance activities can normally be executed by the users of the system. Major repairs, such as abroken roof or tank, can usually be executed by a local craftsman using locally available tools and materials. Mainte-nance is simple but should be given ample attention.

Organizational aspectsThe organization of O&M of communally shared roof or ground tank supplies is considerably more difficult than forprivately owned systems. Rooftop harvesting systems at schools, for instance, may suffer water losses from a tap leftdripping, and padlocks are often needed to ensure careful control over the supply. Ideally, one person should be respon-sible for overseeing the regular cleaning and occasional repair of the system, control of water use, etc. Selling the wateris an option to ensure income for O&M and to restrict water use. Where several households have installed a communalsystem, e.g. where several roofs are connected to one tank, the users may want to establish a water committee tomanage O&M activities, which may include collection of fees, control of the caretaker’s work, and control of water use byeach family. External agents can play an important role in monitoring the condition of the system and the water quality,in providing access to credit facilities to buy or replace a system, in training of users/caretakers for management andexecution of O&M, and training of local craftsmen for larger repairs.


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c. O&M requirements

Activity Frequency Human Materials and Tools andresources spare parts equipment

Clean the system 1–3 times Local Chlorine Broom, brush,per year bucket

Divert foul flush Every storm Local

Clean the filters Twice a year Local Sand, charcoal, plastic mesh

Disinfect the Occasionally Local Chlorine Bucketreservoir

Repair roof, Occasionally Local Tiles, metal sheet, asbestos Hammer, saw,gutters and piping cement sheet etc., bamboo or pliers, tin cutter

PVC pipes, nails, wire

Repair tap or Occasionally Local or area Washers, cupseals etc. Spanner,pump screwdriver

Paint outside of Annually Local Anticorrosive paint Steelbrush,metal reservoir paintbrush

Repair ferro- Occasionally Local Cement, sand, gravel, metal Trowel, bucket,cement reservoir mesh, wire pliers

d. Actors implied and skills required in O&M

Actor Role Skills

User Close taps after taking water, keep the system clean No special skills

Caretaker Check functioning, divert first flush, clean the filters Basic skillsand rest of the system, perform small repairs

Water committee Supervise caretaker, collect fees Organizational skills

Local craftsman Repair roof, piping and tank Basic plumbing andmasonry

External support Check water quality, stimulate and guide local Microbial analysis,organization, train the users extension work

e. Recurrent costsRecurrent costs for materials and spare parts are very low. In most cases these costs are even considered negligible.However, the recurrent costs for personnel—in cash or kind (for caretakers, committee members and craftsmen)—willneed to be added.

f. Problems, limitations and remarksFrequent problems. Corrosion of metal roofs, gutters, etc. Failure of functioning of the foul flush devices due toneglect of maintenance. Leaking taps at the reservoir and problems with handpumps. Contamination of uncovered tanks,especially where water is abstracted with a rope and bucket. Tanks may provide a breeding place for mosquitos, whichmay increase the risk of diseases like malaria.

Limitations. The water may be insufficient to fulfil the drinking-water needs at certain times in the year, making itnecessary to develop other sources or go back to traditional sources during these periods. The investment needed forthe construction of a tank and suitable roofing is often beyond the financial capacity of households or communities.

Remarks. Tiled or metal roofs give the cleanest water. Thatched roofs yield less water which is more contaminated. Theacceptance of rooftop water harvesting as a suitable system may depend on the users’ views on the water’s taste.


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O&M FACT SHEET

Spring water captationa. Brief description of technologySpring water captation systems abduct and protect groundwater flows at the points where these arrive at the surface tofacilitate their abstraction. Spring water is usually fed from a sand or gravel water-bearing ground formation (aquifer), ora water flow through fissured rock. Where solid or clay layers block the underground flow of water, it is forced upwardand can come to the surface. The water may emerge either in the open as a spring, or invisibly as an outflow into a river,stream, lake or the sea. The main parts of a spring water captation are a drain under the lowest natural water level, aprotective structure providing stability and a seal to prevent surface water from leaking in. The drain is usually placed ina gravel pack covered with sand and may lead to a conduit or a reservoir. The protective structure may be made ofconcrete or masonry and the seal is usually made of puddled clay and sometimes plastic. A screened overflow pipeguarantees that the water can flow freely out of the spring at all times. To prevent contamination infiltrating from thesurface, a ditch (known as the interceptor drain) diverts surface water away from the spring box and a fence keepsanimals out of the spring area. There are many types of spring captations, ranging from a simple headwall with backfillto more complicated structures like tunnel systems for collecting water from a larger area.

Initial cost: Capital costs vary considerably and depend on a large number of factors. In Nepal, a relatively large springbox serving 150 households including facilities for clothes washing was constructed for about US$ 1000 (1989data, Rienstra 1990), including costs for unskilled labour. In Kenya, minor structures for an average of 110persons were constructed for US$ 200, including a headwall, backfill, fencing, and labour and transportationcosts. Major spring structures for an average of 350 persons cost about US$ 400, including a spring box (1986data, Nyangeri 1986).

Dimensions: From 0.5 m2 to many square metres.

Yield: From many litres per second to less than 0.1 l/s .

Area of use: In areas where groundwater arrives at the surface, usually at hillsides or mountainsides.

Construction: Spring water captation systems are constructed on-site, often by local craftsmen.

b. Description of O&M activitiesOperationWater should be permitted to flow out freely all the time so that it will not find another way out of the aquifer. Operationmay include activities such as opening or closing valves to divert the water to a reservoir, a conduit or a drain. The springand surroundings must be kept clean.

MaintenancePrevent contamination (e.g. from open defecation, latrines, cattle-gathering places, use of pesticides, chemicals, etc.)both in the area where the spring water infiltrates into the ground (if possible) and in the immediate surroundings of thespring. Check the surface drains, the animal-proof fence and gate, and repair if necessary. Protect from vegetativegrowth both in the area where the spring water infiltrates into the ground (if possible) and in the immediate surroundingsof the spring (prevent clogging of the aquifer by growth of roots). Check the water flow from the spring box. If there is anincrease in turbidity or flow after a rain storm, surface run-off has to be identified and the protection of the springimproved. If the water flow decreases, it has to be suspected that the collection system is clogged. It may then benecessary to take out the gravel and replace with new gravel or, in case a seep collection system is used, to clean thecollection pipes. Regular water samples must be taken and analysed to check for evidence of faecal contamination.Annually, open the washout and remove all accumulated silt. Check all screens; if damaged or blocked, replace with non-rusting materials, e.g. copper or plastic screening, and clean if dirty. After cleaning, make sure to close the washoutvalve thoroughly and replace and seal the manhole cover. Disinfect the spring box every time a person enters to clean orrepair it, or when there is bacteriological contamination. Leaks in the protective seal, undermining of the headwall, anddamage caused by erosion or settlement of soil must be repaired.

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Organizational aspectsIn many cases, springs are communally owned. Users may need to establish an association which can effectively dealwith issues such as control and supervision of water use, prevention of contamination of water, execution of O&Mactivities, financing of O&M, monitoring of water quality and the system’s performance, etc. Proper management mayalso prevent conflicts over these and other matters. For the execution of O&M tasks at the spring site, a person wholives or farms near the site could be appointed. This person could also be made responsible for water allocation to usersat or near the site, and be involved in monitoring activities. His or her authority should be clear and accepted by all users.

c. O&M requirements


Clean well Weekly Local Broom, bucket, hoe,surroundings machete

Check turbidity After each flood Local

Check water quantity Occasionally Local Bucket, watch

Repair fence and Occasionally Local Wood, rope, wire Machete, axe, knife,clean surface hoe, spade, pickaxedrains

Check water quality Regularly Area Laboratory reagents Laboratory equipment

Wash and disinfect Annually Local Chlorine Bucket, wrench,the spring brush

Repair piping and Occasionally Local or area Spare pipes and valves, Bucket, trowel,valves cement, sand, gravel wrench, flat spanners

Repair cracks Annually Local Cement, sand, gravel, clay Bucket, trowel, hoe,spade, wheelbarrow


Actor Role Skills

User Use water, report malfunctioning, keep site clean, No special skillsassist in major repairs

Caretaker Keep site clean, check for damage, perform small Basic skillsrepairs

Water committee Organize bigger repairs, control caretaker’s work Organizational skills

Mason Repair masonry or concrete Masonry

External support Check water quality, guide and stimulate local Microbial analysis,organization extension work

e. Recurrent costsRecurrent material costs are usually very low. The recurrent personnel costs, in cash or kind (for caretakers, watchmen,labourers, committee members and craftsmen), will need to be added but will also usually be low. Total recurrent costsare usually less than US$ 1 per year per capita, which often includes O&M costs for the water transport system. Severalsources report that “O&M costs are minimal and, for this reason, spring water technology is the technology of choicewherever the sites permit it.” However, problems may arise when a sudden large investment is needed for a large repairor replacement of the system.


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f. Problems, limitations and remarksFrequent problems. Erosion or collapse of the spring box due to wrong design, construction errors, large surfacerunoff flows, and damage caused by people or animals. Leaks in the box or leaking taps and valves. Contamination of thespring water due to cracks in the seal or to people’s behaviour. Damaged piping because of faulty construction, abuseor corrosion. Improper drainage of surface runoff, outflow and wastewater. Clogged pipes because of siltation or plantroots. Poor accessibility for water users.

Limitations. Springs may not deliver enough water or become dry during certain seasons of the year. Not all springsproduce clean water of acceptable taste. Springs may be sited too far from households or on privately owned land. Insome cases, the cost of construction, large repairs or replacements may be beyond the capacity of communities. Somespring water is very corrosive.

Remarks. Usually spring water is of good quality but this should be checked; examples exist where the water was fedfrom a polluted stream which had gone underground or where the catchment area was contaminated. Unprotectedsprings are almost always contaminated at the outlet.

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O&M FACT SHEET

Drilled wella. Brief description of technologyDrilled wells, tubewells or boreholes give access to groundwater in an aquifer and facilitate its abstraction. They differfrom dug wells in the small diameter, generally varying between 0.10 m and 0.25 m for the casing, which does not allowa person to enter for cleaning or deepening. The well is usually the most expensive part of a handpump drinking-watersupply project. Boreholes can be constructed by machine or by hand-operated equipment and usually consist of threemain parts:

■ At ground level, a concrete apron around the borehole with an outlet adapted to the water abstraction methodprevents surface water from seeping down the sides of the well, provides a hard standing, and directs wastewateraway from the well to a drainage channel.

■ Below ground but not in the desired aquifer(s), these parts are usually lined with pipe material (mostly PVC andsometimes galvanized iron) to prevent it from collapsing, especially in unconsolidated formations. In consolidatedformations, a lining may not be required.

■ Below water level in the aquifer sections, the pipe material is slotted to allow groundwater to enter the well. A gravelfilter layer surrounding this part facilitates groundwater movement towards the slotted pipes and, at the same time,prevents ground material from entering the well. In consolidated formations this gravel may not be required.

A proper combination of slot size, gravel filter and aquifer material, and extensive sand pumping before the well isbrought into production (well development) can considerably improve long-term performance.

Initial cost: Capital costs vary considerably and depend on a large number of factors. According to Arlosoroff et al.(1987), the initial cost for a 50 m deep hand-drilled well in the alluvial plains in South Asia could be as low asUS$ 200. More recent data state that typical costs for a 50 m drilled well in India were US$ 770 and in Mozam-bique US$ 10 000 (Wurzel & Rooy, 1993).

Range of depth: From a few metres to over 200 metres.

Yield: From less than 0.3 litre to over 10 litres per second.

Expected life: Over 25 years.

Area of use: In areas with suitable aquifers.

Construction: In most countries, drilled wells are constructed by public or private sector drilling companies.

b. Description of O&M activitiesOperationOperation of the well itself is usually not required. When the production capacity of the well is lower than the demand,daily monitoring of the water level may be necessary. Abstraction of the water from the well is usually done by the users,often women and children, or by a caretaker.

MaintenanceApart from cleaning the apron daily and occasionally cleaning the drain and repairing the fence, if there is one, there arehardly any maintenance activities. Rarely, when a well has to be desilted or rehabilitated, all appliances have to beremoved and a specialized company will have to come and do the job. There are various rehabilitation techniques suchas forced air and water pumping, brushing, and treatment with chemicals. It is very difficult to deepen an existing drilledwell.

Organizational aspectsUsers may need to establish an organization that can effectively deal with issues such as the control or supervision ofwater use, prevention of water contamination, execution of O&M activities, financing of O&M, and monitoring of waterquality. Although the number of O&M activities required is limited and they usually cost very little, they should be givenample attention, as many wells have been abandoned because they were contaminated or had collapsed as a result oflack of maintenance.


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c. O&M requirements


Clean well site Daily Local Broom, bucket

Clean drain Occasionally Local Hoe, spade, wheel-barrow

Repair fence Occasionally Local Wood, nails, wire etc. Saw, machete, axe,hammer, pliers, etc.

Repair apron Annually Local Cement, sand, gravel Trowel, bucket

Rehabilitate well Very rarely National Gravel, pipe material etc. Various specialequipment


Actor Role Skills

Water user Use water, keep site clean, assist with major No special skillsmaintenance tasks

Caretaker Monitor water use, keep site clean Basic skills for cleaningand disinfection

Water committee Supervise caretaker, organize major maintenance, Organizational skillscollect fees

Specialized well Rehabilitate the well Very special skillscompany

External support Check water quality, stimulate and guide users’ Microbial analysis,organization extension work

e. Recurrent costsRecurrent material costs are usually low. The recurrent personnel costs, in cash or kind (for caretakers, watchmen,labourers, committee members and craftsmen), will need to be added but will also usually be low. Occasional largemaintenance activities such as rehabilitation of the well may require a high investment, which may pose problems if thishas to be financed by the community. The life expectancy of a good well is over twenty years but after a few years theyield may diminish drastically and rehabilitation may be necessary. In Ghana (Baumann, 1993), rehabilitation costs wereestimated at US$ 750 once every ten years.

f. Problems, limitations and remarksFrequent problems. Bad water quality or collapse due to corrosion of the galvanized iron lining, poor water inflowbecause of inadequately developed well, entrance of ground particles in the well because of wrong screens or wrongdevelopment, contamination due to wrong apron design or construction or neglect of maintenance, collapsing of boreholewhere no lining is applied or where the lining is not strong enough.

Limitations. Well construction depends on geohydrological conditions like presence, depth and yield of aquifers andpresence of rock formations above them. Wells constructed at locations which are too far from the users’ households,or which are too difficult to reach, will not be sufficiently used or maintained. Wells should not be drilled near places withlatrines or where cattle gather and vice versa. The usually recommended minimum distance is 30 metres, although thisis no guarantee that contamination will not occur. The investment in labour, cash or kind needed for the construction ofan improved dug well may be beyond the capacity of the community. It may be impossible to transport the heavyequipment and materials needed to the drilling site.

Remarks. In many cases, wells are not only used for drinking-water supply but also for irrigation. When assessing thedevelopment potential of wells with the community, it is important to place this in a wider context, including all water usesand their effect on water availability.

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78

O&M FACT SHEET

Rope and bucket: loose, through a pulley or on a windlassa. Brief description of technologyMostly used with hand-dug wells. A bucket on a rope is lowered into the water. When hitting the water, the bucket dipsand fills itself and is pulled up with the rope. The rope might be held only with the hands, run through a pulley or be woundon a windlass. Sometimes animal traction is used in combination with a pulley. Improved systems use a rope through apulley and two buckets, one on each end of the rope. For water depths of less than 10 metres, one can use a windlasswith a hose running from the bottom of the bucket to a spout at the side of the well. Even with this system and aprotected well, hygiene is poorer than with a bucket pump.

Initial cost: US$ 6 for a plastic bucket and 5-metre rope to US$ 150 for a windlass, hose and closed superstructure inLiberia (Milkov 1987).

Range of depth: 0–15 m (greater depths are possible).

Yield: 0.25 litre per sec at 10 m.

Area of use: All over the world, mainly in rural areas.

Construction: Buckets, ropes, pulleys and windlasses are manufactured locally; buckets and ropes also by largerindustries.

b. Description of O&M activitiesOperationLower and raise the bucket by paying out and pulling in the rope or rotating the windlass. One must be careful not to dirtythe rope or bucket.

MaintenancePreventive maintenance consists of greasing the bearings of the windlass or pulley. Small repairs are limited to patchingof holes in bucket and hose, reconnecting the bucket hinge and fixing the windlass bearings or handle. All repairs can bedone by local people and with tools and materials available in the community or area. Other repairs and replacementsmainly consist of replacing a bucket, hose, rope or part or all of the windlass. Woven nylon ropes may last two years,twined nylon or sisal ropes only last a couple of months. A good quality hose may last over two years and buckets,depending on material and quality, may last a year.

Organizational aspectsWhen people use their own rope and bucket, no extra organization is required. For community wells, usually a committeeorganizes the maintenance and cleaning of the well, maintenance of the windlass, etc. Most repairs can be paid with adhoc fund-raising.

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c. O&M requirements


Grease axles of Every two weeks Local Grease or oil Lubricatorwindlass or pulley

Replace bucket Each year Local Bucket, wire Knife

Replace rope Every two years Local Rope, wire Knife

Replace hose Every two years Local Hose, wire, rubber straps Knife, tongsfrom tyres


Actor Role Skills

User Lower and lift the bucket No special skillsKeep site cleanWarn in case of malfunctioning

Caretaker Keep site clean, do small repairs Basic maintenance

Water committee Organize well cleaning, collect fees Organizing skills

Local artisan Repair of bucket, windlass, well cover, etc. Tinkering, carpentry

Shopkeeper/trader Sale of rope, bucket, etc. No special skills

External support Check water quality, stimulate and guide local organization Microbial analysis,extension work

e. Recurrent costsThese consist in occasional purchase of rope, bucket, hose, wire, etc. Occasional windlass repair costs are low. Annualper capita costs for rope and bucket in Upper Volta were reported to range from US$ 0.56 to 1.36 (Hofkes, 1983).These costs varied with the depth of the well and family size.

f. Problems and limitationsFrequent problems. Fast deterioration of bad quality rope. Sisal rope only lasts for a few months. Bucket falls into thewell. To prevent this, communities can keep a spare bucket available and fit the bucket in a protective cage, for instancelike the design described by D. Carty (1990). In windlass with hose systems the hose breaks frequently.

Limitations. Very poor hygiene, especially when the rope and bucket touch the hands or ground. Communal wells oftentend to get more contaminated than family-owned wells. Therefore the latter should be aimed for where possible. Onlysuitable for limited depths, although examples are known of rope and bucket systems exceeding 50 metres.


80

O&M FACT SHEET

Direct-action handpumpa. Brief description of technologyDirect-action handpumps are usually made of PVC and other plastics and installed on boreholes of limited depth. Theuser at the pumpstand directly moves the pump rod in an up-and-down motion, holding a T-bar handle. The plunger at thelower end of the pump rod is located under the groundwater level. On the up-stroke, the plunger lifts water into the risingmain and replacement water is drawn into the cylinder through the foot valve.

On the down-stroke, the foot valve closes, and water passes the plunger to be lifted on the next up-stroke. The elimina-tion of the mechanical advantage (which, for example, deep-well handpumps have through a lever or flywheel) restrictsthe application of direct-action pumps to the depth from which an individual can physically lift the column of water (about12 m). The mechanical simplicity and the potential for low-cost, lightweight construction makes these pumps well equippedto meet VLOM (Village Level Operation and Maintenance) objectives.

Initial cost: Varying from about US$ 100 to over US$ 900 (1985 prices, Arlosoroff et al., 1987). Models that areparticularly suitable for village level O&M cost less than US$ 150.

Range of depth: 0–12 metres.

Yield: 0.25–0.42 litre per sec at 12 m.

Area of use: Rural and low-income peri-urban areas where groundwater tables are within 12 m from the surface.

Construction: Blair, Ethiopia BP50, Malawi Mark V, Nira AF85, Tara, Wavin.

b. Description of O&M activitiesOperationThe pump is operated by moving the handle up and down. As the plunger is located under water, no priming is needed.Adults and even children can pump, although if the water table is more than 5 metres it may be difficult for children.Pumpstand and site must be kept clean.

MaintenanceMaintenance of direct-action pumps is relatively simple and can be taught to users or caretakers, sometimes within a fewhours. For preventive maintenance, usually only one or two persons are needed. Activities consist in checking pumpperformance and appearance of the water daily (if the water is cloudy with silt, the borehole must be cleaned). The pumpshould be taken apart and checked annually. Small repairs are the replacement of worn cupseals and washers, straight-ening of bent pump rods, and replacement of corroded lock nuts. For major repairs (e.g. broken pump rod or rising main,cracks in welding of metal parts), more highly skilled persons may be needed.

Organizational aspectsO&M can very well be organized at community level. As maintenance is relatively simple, good organization will result ina reliable service.

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c. O&M requirements


Clean pump and site Daily Local Broom

Check performance Daily Local

Check whole pump Annually Local Spanners, screw-driver

Replace cupseals Occasionally Local Cupseals, washers Spanners, screw-and washers driver

Replace pump rod Occasionally Local Pump rod, pump handle Spanners, wrenchand/or pump handle

Replace cylinder Occasionally Local or area Cylinder, plunger, Spanners, wrench,and/or plunger foot valve screwdriverand/or foot valve

Repair rising mains Occasionally Local or area PVC tubing, PVC solvent Saw and file or twoand sandpaper or galvanized pipe wrenchesiron tubing, teflon or hemp

Repair pump platform Annually Local Cement, sand, gravel Bucket, trowel


Actor Role Skills

User Pump water No special skills requiredKeep site cleanWarn in case of malfunctioning

Caretaker Keep site clean Basic maintenance skillsDo small repairsCheck pump annually

Water committee Organize maintenance collect fees Basic organizational skills

Local merchant Sell spare parts No special skills

Local or area mechanic Perform more major repairs Welding

External support Check water quality Microbial analysis,Stimulate and guide local organization extension work

e. Recurrent costsApart from personnel costs, recurrent costs mainly consist in expenses for spare parts. In Ghana the annual costsrecently were found to be US$ 3.35 per capita per year or US$ 0.61 per m3, based on 15 litres/capita/day, includingcapital amortization and other costs at an interest rate of 10% (Baumann 1993a). According to Reynolds (1992), a Tarahandpump can be sustained for about US$ 0.10 per user per year.

f. Problems, limitations and remarksFrequent problems. Worn washers, plungers and footvalve parts. Abrasion of the seal on the PVC cylinder andbetween the pump rod and rising main (nitrile rubber seals have proven substantially better). Broken or damagedhandles.

Limitations. The maximum lift is limited to about 12 m. The forces required at the handle to pump the water may be toohigh for children, especially when the water table is deeper than 5 m.

Remarks. At least a moderate industrial base is recommended for manufacturing these pumps, because good qualityPVC is needed. Some designs have a relatively low discharge (Peter. 1990).


82

O&M FACT SHEET

Deep-well piston handpumpa. Brief description of technologyIn a deep-well piston handpump, the piston is placed in a cylinder below the water level which is usually in the range of 15to 45 metres below the ground. The pumping motion by the user at the pumpstand is transferred to the piston by meansof a series of connected pumping rods inside the rising main. On the up-stroke, the plunger lifts water into the rising mainand replacement water is drawn into the cylinder through the footvalve. On the down-stroke, the footvalve closes, andwater passes the plunger to be lifted on the next up-stroke. The pumping height is limited only by the effort needed to liftwater to the surface. Nowadays most cylinders have an open top, which allows the piston and footvalve to be removedthrough the rising main for servicing and repairs while the rising main and cylinder can stay in place. The pump rods havespecial connectors allowing for assembly and dismantling with no or only very simple tools. The joints incorporate pumprod centralizers that prevent wear of the rising main. To a large extent improved models can be maintained at villagelevel.

Initial cost: For well depths of 25–35 m, prices vary from about US$ 40 for a cylinder, plunger and footvalve set, to beinstalled under a locally made pump head, to over US$ 2300 for a complete pump with many stainless steelparts (1985 prices, Arlosoroff et al.). Most good pumps cost US$ 300–500.

Range of depth: 15–45 metres, depths up to about 100 m are possible

Yield: 0.25–0.36 litre per sec at 25 m and 0.18–0.28 litre per sec at 45 m depth

Useful life: 6 to 12 years

Area of use: Rural and low-income peri-urban areas where groundwater tables are within 100 m, but preferably within45 m from the surface

Construction: Afridev/Aquadev, Bestobell Micro, Bush pump, Blair pump, India Mark II and III, Kardia, Tropic (Duba),UPM, Volanta, etc.

b. Description of O&M activitiesOperationOperation of the pump is done by moving a handle up and down or by rotating the handle of a flywheel. This can be doneby adults and even children. Handle forces are usually kept within acceptable limits (depending on brand and liftingheights). Pump and site must be kept clean.

MaintenancePreventive maintenance usually consists in checking pump functioning and cleaning the pump and site daily, greasingweekly, checking all parts of the pump stand monthly, and taking the whole pump apart for a check, cleaning the partswith clean water and painting the pump stand annually. Pump rods that show bad corrosion must be replaced. Undernormal conditions, a galvanized steel pump rod needs replacement every five to six years. Rising mains consisting ofgalvanized iron have to be removed and checked and pipes with badly corroded threads must be replaced. Small repairsare the replacement of bearings, cupseals and washers, straightening bent pumping rods, etc. Major repairs may involvethe replacement of the plunger, footvalve, cylinder, pump rods, rising main, pump handle, fulcrum, etc. With open-topcylinder pumps, all preventive maintenance activities can normally be executed by a village pump caretaker. For majorrepairs and problems, external support may be needed. Closed-top cylinder pumps often need special lifting equipmentto pull up the rising main and cylinder for maintenance of parts down in the hole.

Organizational aspectsMost deep well pumps are too expensive for family use and will have to be used at communal level. The price of thesepumps also means extra effort in fund-raising. Communities have to organize themselves in order to maintain the pumpin good working condition. Often a caretaker is appointed and a pump committee coordinates activities. External sup-port is often provided by state or nongovernmental organizations but becomes costly. In some cases small privateenterprises, paid directly by the communities, are now doing this job very satisfactorily.

83


c. O&M requirements


Clean pump and site Daily Local Broom, brush

Grease bearings Weekly Local Grease or oil Lubricator

Check pump stand parts Monthly Local Spanner

Replace pump Occasionally Local Nuts and bolts, bearings, Spanners, screw-stand parts pump handle driver

Replace cupseals Annually or Local or area Cupseals Spanners, wrench,less knife, screwdriver etc.

Redo threads in Occasionally Local or area Oil Pipe threader, tacklepump rod or main

Replace footvalve, Occasionally Area Footvalve, plunger or Spanners, wrenchplunger or cylinder cylinder

Replace pump rod Occasionally Area Pump rods or main tubing Spanners, wrench,or main pipe threader

Repair platform Annually Local Gravel sand, cement Bucket, trowel


Actor Role Skills

User Pump water No special skillsKeep site cleanWarn in case of malfunctioning

Caretaker Keep site clean Basic maintenanceRegularly check pumpDo small repairs

Water committee Supervise caretaker Organizing skillsCollect fees

Area mechanic Perform more major repairs Some special skills,depending on brand

External support Check water quality, stimulate and guide local organization Microbial analysis, extension work

e. Recurrent costsThe costs for preventive maintenance may range between US$ 12 and US$ 60 per pump per year for spare parts andmaterials (based on price indications from several brands). The recurrent personnel costs, in cash or kind (for care-takers, committee members, and, in case larger repairs are needed, mechanics or other skilled people), will need tobe added.

f. Problems, limitations and remarksFrequent problems. Replacement of plunger seals is the most common repair needed. Problems with local manufac-ture, centring mostly around quality control, are often reported, especially in African countries. Hook and eye connec-tions of pump rods tend to break more often than conventional connections. Rods also reportedly get disconnected orbend spontaneously sometimes. Especially where groundwater is corrosive, corrosion has been reported to affect thepump rods (if not made of stainless steel), the rising main (if galvanized iron), the cylinder, and the pump head bearinghousing and other pump stand parts. Broken or shaky handles, mainly due to worn-out or otherwise affected bearings.

Limitations. The maximum lift differs by brand, varying between about 45 and 100 metres. The forces required to turnthe handle of the pump may be high in certain cases, depending on the brand and on the depth of the well.

Remarks. The quality of the material used for the rising main should be as high as possible to reduce the number ofrepairs needed on this part. Many of these pumps can be produced in developing countries. Rigorous quality control isneeded. Piston pumps may be driven by a windmill but often rotary pumps are preferred because of their lower startingtorque.


84


84

O&M FACT SHEET

Diesel enginea. Brief description of technologyDiesel engines are very often used as a stationary power source. The main parts of the engine are the cylinders, pistons,valves, and crankshaft. The number of cylinders may vary from one to more than six. When air is heavily compressed bya piston inside a cylinder and diesel fuel is injected to it, this mixture comes to a controlled explosion that moves thepiston. This movement is transferred to the crankshaft and from there it can be put to use, for example to drive a pumpor an electricity generator. Valves in the cylinder regulate the inflow of fuel and air and the outflow of exhaust gasses. Ahigh pressure pump forces the diesel fuel into the cylinder at the right moment. Diesel engines differ from petrol enginesin that they use a different fuel, do not have spark ignition plugs and work at much higher pressures. Efficiency of dieselengines is higher and they need less maintenance than petrol engines. Engines can differ in size, speed (revolutions perminute), cycle (two-stroke and four-stroke cycles), cooling system (water or air), etc. Generally, low-speed four-strokeengines last longer and high speed two-stroke engines produce more power per kg of engine weight. Water-cooledengines generally need less maintenance than air-cooled engines.

Initial cost: From US$ 200 per kW for 25 kW engines to US$ 600 per kW for 2 kW engines (1990 data, McGowan andHodgkin, 1992); installation and other costs not included.

Range of power: Commonly starting at 2 kW

Life cycle: Average 20 000 hours of operation ranging from less than 5000 to 50 000 hours, depending on the qualityof the engine, installation and O&M.

Area of use: All over the world, especially for high-power needs and where no grid electricity is available.

Trademarks: Kubota, Lister-Petter, Lambardini and many others.

b. Description of O&M activitiesOperationThe engine must be operated by a trained caretaker. Every engine has its own typical operating instructions. Beforestarting it, the levels of fuel, oil and cooling water (if not air-cooled) are checked. If these levels are low, extra fuel, oil orwater has to be added. During operation, the fuel level, oil pressure, and engine speed are checked and also thefunctioning of the pump or generator. Some moving parts may need manual lubrication. When the engine is operated atvery low speeds, its efficiency is low and carbon builds up rapidly in the engine, increasing the need for servicing. All dataon liquid levels and running hours are written down in a log book.

MaintenanceEvery day the outside of the engine must be cleaned, and in dusty conditions the air filter must be checked and cleaned.Some parts may need manual lubrication. In moderately dusty conditions, oil-bath air filters are cleaned once a week,dry-paper air filters a little less frequently. The engine is serviced for preventive maintenance according to the number ofhours it has run. Every 50 hours, the clutch (if present) must be greased. Every 250 hours, clean all filters (replace ifnecessary), change oil, check nuts and bolts and exhaust pipe. Every 1500 hours, major service overhaul with decarbon-izing, adjusting valve clearance, etc. If the engine is connected to a pump or generator with a V-belt, this will regularlyneed replacement. Once a year the engine house must be painted and occasionally repaired. If a generator is present itwill have its own maintenance needs. The Table below shows only the most important O&M activities.

Organizational aspectsDiesel engines require a lot of simple maintenance and, if this is done well, they can have a long service life. Thereforetraining and supervision of the caretaker are important. More complicated maintenance tasks and repairs have to bedone by a well-trained mechanic with access to sufficient spare parts. Good organization will guarantee scheduledservices at the right times and a quick response in case of breakdown.

8585


c. O&M requirements


Check liquid levels Daily Local Fuel, engine oil, cooling Funnels, containersand add if necessary liquid for liquids

Start and stop engine Daily Local

Keep logbook Daily Local Paper, pen

Check air filter, clean Daily or weekly Local New dry paper filter, or Wrenchor replace if necessary kerosene and engine oil

Check for oil and Weekly Localfuel leaks

Tighten nuts and bolts Weekly Local Spanners

Change engine oil Every 250 hours Local Engine oil Spanners

Clean or replace Regularly Local Oil filter, fuel filter Spanners, specialfilters tools

Decarbonize, clean Every 500 to Specialist Spanners, brass wireinjector nozzles, 2000 hours brush, special toolsadjust valves, etc.

Replace drive belt Regularly Local Drive belt Spanners

Replace engine parts Occasionally Specialist Nozzles, injectors, gaskets, Depending on part tobearings, fuel pump, etc. be replaced

Repair engine Occasionally Local or area Cement, sand, gravel, nuts Trowel, bucket,mounting and housing and bolts, nails, galvanized hammer,chisel, saw,

corrugated iron sheets, spanners, etc.wood, etc.


Actor Role Skills

Caretaker Operate engine, keep logbook, perform minor service, Special training is neededwarn in case of irregularities for basic diesel O&M

Water committee Supervise caretaker, collect fees, organize major service Organizational skillsand repairs

Area mechanic Perform major service and repairs Special training needed

External support Train caretaker and area mechanics Training and technical skills

e. Recurrent costsWhere fuel and spare parts are scarce, the costs for these may amount to 50% of the annual system capital cost(McGowan and Hodgkin, 1992).

f. Problems, limitations and remarksFrequent problems. Excessive wear due to wrong O&M, neglect or misunderstanding. Rapid carbon buildup and lowefficiency due to running the engine under full loading. Broken drive belts.

Limitations. Frequent maintenance. High fuel costs and difficulty to get fuel. From time to time a specialist mechanic isneeded for service and repairs.

Remarks. Diesel engines are especially suited for high stationary power output. With good maintenance they aredependable energy sources. It is very important to select a brand of good reputation and locally available service andspare parts.


86

O&M FACT SHEET

Chlorination in piped water supply systemsa. Brief description of technologyChlorination is a chemical method for disinfecting water which kills nearly all pathogens and provides a barrier againstreinfection. It can be applied as the last stage in a drinking-water treatment process or as the only measure when thewater quality is already reasonably good. The most frequently used low technology methods are batch chlorination andflow chlorination.

For batch chlorination a concentrated chlorine solution is added to the water in a reservoir with inlets and outlets closed.The water is stirred and the chlorine is left to react for at least 30 minutes. After that, the outlets can be opened. Whenthe reservoir is empty the outlets are closed, the reservoir is refilled and a new batch is disinfected. This method will notbe discussed further in this fact sheet.

Flow chlorinators continuously feed small quantities of weakly concentrated chlorine solution to a flow of fresh water,often at the instream of a clear water reservoir. Usually a small reservoir containing the chlorine solution is placed on topof the water reservoir and the solution is administered close to the point where the fresh water comes in and turbulenceguarantees good mixing. A special device like the floating bowl chlorinator enables precise dosage. Sometimes aspecial electric pump is used for this purpose. For on-site chlorine production, electrical devices can be bought thatconvert a solution of kitchen salt to a chlorine solution (Oliveira, Tavares and Meyers, 1995).

Chlorine doses must be monitored and adjusted to the water quality and quantity. For this purpose, small test kits areavailable. Chlorine-producing chemicals must be stored and prepared with care.

Initial cost: A chlorinator and hoses can cost as little as US$ 15. This excludes the cost of the tank for the concentratedsolution and the construction costs of a protective shelter.

Yield: Generally 350 to 1400 m3 of treated water per kg of 70% chlorine compound.

Area of use: Where drinking-water needs extra disinfection and chlorine is available.

Trademarks: Chlorine compounds have many trademarks.

b. Description of O&M activitiesOperationThe chlorine tank has to be refilled with a freshly prepared solution once or twice a week. The flow rate has to be checkedand adjusted if necessary. Operators must be very careful to avoid contact of chlorine compounds or solutions with eyesor clothes. In some cases, a logbook is kept with data on the amounts of chlorine applied and residual chlorine levelsmeasured. Chlorination can easily be learnt.

MaintenanceChlorinators regularly have to be adjusted and cleaned of chlorine salts. When hoses get affected by chlorine they haveto be replaced. If a steel chlorine tank is used, it must be painted and checked for corrosion annually. Protective glovesand utensils used for the preparation of the chlorine solution occasionally need replacement, and the shelter of thechlorine solution tank needs maintenance.

Organizational aspectsUsually the water committee appoints a caretaker who is trained for the job. The chlorine compound has to be obtainedthrough a merchant or the health department and an adequate supply of chlorine compound must be kept in stock. Anexternal organization like a governmental health or water department will have to provide training for caretakers andmonitoring.

87


c. O&M requirements


Refill chlorine tank Once or twice Local Chlorine compound, water Spoon, scale, bucket,a week stirring rod

Adjust and clean Regularly Local Water Measuring cup,chlorinator stopwatch

Replace hose or Occasionally Local Hose, small tubes of plastic, Knife, nailchlorinator glass etc., plug, bowl

Paint steel tank Annually Local Latex paint Steel brush, paintbrush

Check and adjust Regularly Area Test medium, water sample Test kitdoses


Actor Role Skills

Caretaker Refill chlorine tank and prepare solution, clean and adjust Basic skillschlorinator, perform small repairs

Water committee Supervise caretaker, collect fees Organizational skills

Local health worker, Provide or sell chlorine compound No special skillsshopkeeper ormerchant

External support Check residual chlorine in water and adjust doses, Basic testing andtrain caretaker calculation, training skills

e. Recurrent costsRecurrent costs for chlorine-producing chemicals in the USA are about US$ 7 per kg of available chlorine. In othercountries this figure may differ substantially. One kg of available chlorine (1.4 to 4 kg of compound) is needed fordisinfection of 500–2000 m3 of water. Cost of rubber gloves, hoses and other spare parts is generally low. Apart fromthis, there will be recurrent costs for the caretaker’s fee, monitoring and training.

f. Problems, limitations and remarksFrequent problems. Bad quality hoses wear quickly. Some chlorine compounds are very sensitive to storage condi-tions and rapidly lose strength. If the chlorinator gets clogged or residual chlorine is not monitored, disinfection may notbe sufficient.

Limitations. Chlorination does not kill all pathogenic organisms but is generally very effective. In alkaline water, pHabove 8, chlorination is less effective. When the water contains a lot of organic matter or suspended material, pretreat-ment will be needed. High cost and unavailability of the chlorine compound can be serious limitations.

Remarks. Chlorination affects the taste of water and for that reason may be rejected by consumers. On the other hand,sometimes a chlorine taste is appreciated. The taste of chlorine in water is no proof of proper disinfection. Often achlorine taste is caused by the application of too little chlorine.


88

O&M FACT SHEET

Slow sand filtrationa. Brief description of technologySlow sand filter water purification is a combination of biological, chemical and physical processes occurring when waterslowly passes downwards through a bed of sand. Fine particles are filtered out, and in the sand and on top of thefilterbed a population of micro-organisms develops which feed on bacteria, viruses and organic matter in the water. Thefilter reservoirs have drains on the bottom, covered with gravel and the filter sand. An inlet provides for smooth entranceof the raw water and an outlet structure leads the clean water from the drains to the clean water mains. During operationthe filter sand is covered with a water layer of 0.3 to 1.0 m. For good functioning there must be a continuous flow in therange of 0.1 to 0.3 m/hour. For community use, filter reservoirs can be made of concrete, bricks, ferrocement etc. Atleast two filters are needed to provide continuous operation.

It is recommended to combine slow sand filters with a dynamic roughing filter pretreatment unit. When raw water qualityis low, adding upflow roughing filters is recommended. Sometimes the water is chlorinated afterwards to preventrecontamination. For small-scale application, see also the fact sheet on household slow sand filter. With good operationand maintenance a slow sand filter produces water virtually free from harmful organisms.

Initial cost: Data from rural India, in 1983, indicated US$ 60–130 per m2 of filter area. In Colombia, this was US$ 105–215 per m2 in 1987.

Yield: 0.1–0.3 m/hour or 0.028–0.083 litres per sec per m2.

Area of use: All over the world.

Manufacturers: Slow sand filters can be built by experienced building contractors or even by communities, with exter-nal technical assistance.

b. Description of O&M activitiesOperationOperation of a slow sand filter is crucial to its effectiveness. The flow of water must be maintained in the range of 0.1–0.3 m per hour to provide the organisms in the filter with a stable flow of nutrients and oxygen and give them time topurify the water. After several weeks to a few months the population of micro-organisms gets too dense and starts toclog the filter. Depending on the filter design, flow rates may have to be adjusted accordingly or the layer of supernatantwater on the filter will get too high. The caretaker of a slow sand filter keeps a logbook with flow rates and operation andmaintenance activities. Slow sand filters can be operated and even monitored by communities, provided caretakers aretrained well. It takes less than one hour a day for a caretaker to check the functioning and adjust the flow rates. Cleaningthe site and other activities may take more time.

MaintenanceWhen flow velocities get too low the filter is drained and the top layer of the sand is scraped off, washed, dried in the sunand stored. After several scrapings the sand is restored, together with new sand to make up for losses during washing.It takes one day for several people to clean a filter unit. Hygienic measures must be taken every time someone enters afilter unit for maintenance or inspection. Valves must be opened and closed every two months to keep them from gettingstuck. Any leaks must be repaired immediately. If well-designed and constructed, hardly any repairs of the filter tanks anddrainage system will be needed, although valves and metal tubing may need occasional attention. Test kits are availablewhich only require some basic training to monitor water quality.

Organizational aspectsA slow sand filter for community use requires some organization in order to have enough workers for scraping andresanding the filter units. A local caretaker will have to be trained and some other people may need training for waterquality testing and to be able to replace the caretaker. It may take some time for people to get to trust that a green andslimy filter is capable of producing safe water. Apart from extra sand, some chlorine and test materials very few externalinputs are needed. With proper external assistance, water organizations can become very independent in managing theirwater treatment.

89


c. O&M requirements


Check inflow Daily Local

Regulate flow Daily Local

Keep logbook Daily Local Logbook, pen

Clean site Daily Local Broom

Scrape off sand, About every six Local Water, disinfectant for tools, Wheelbarrow, hoe, rake,wash, dry and store weeks boots or feet spade, rope, bucket,

ladder, planks, broom,wash basin

Resand filter About every Local Recycled and new sand, Sieve, wheelbarrow, hoe,18 months water, disinfectant for tools, rake, spade, rope,

boots or feet bucket, ladder, planks

Repair valve Occasionally Local Washers, spare valve Spanners, screwdriver,wrench

Replace metal tubing Occasionally Local or area Nipples and accessories, Steel saw, wrench, pipeplumbing sealant or teflon, threader, hammer,cement, sand chisel, trowel, bucket

Disinfect filter outlets Occasionally Local Chlorine Bucket, brush

Analyse water quality Regularly Local or area Water sample, test media Test kit


Actor Role Skills

Local caretaker Regulate flow, keep site clean, scraping and resanding Fair understanding of filterprocess and hygiene,organizational skills

Water user or paid Assist in scraping and resanding of filter units No special skillsworker

Water committee Supervise caretaker, monitor water quality, collect fees, Organizational skills, basicorganize scraping and resanding water quality testing

Local plumber Repair valves and piping Basic plumbing

External support Train caretaker, monitor water quality Training and microbialtesting skills

e. Recurrent costsThe caretaker’s fee and the cost of additional sand are the main recurrent costs, assuming that the users occasionally dosome of the work free of charge.

f. Problems, limitations and remarksFrequent problems. If flow rates through the filter are too high, water quality drops. Excessive turbidity (>30 NTU) inthe raw water can cause the filter to clog rapidly; in this case a prefilter may be needed. When water quality is very bad,harmful and badly tasting products like NH3 and H2NO3 may be formed in the lower layers of the filter. If water flow isinterrupted for more than a few hours, beneficial micro-organisms in the filter may die and filter action is disturbed.Smooth vertical surfaces can cause short circuits in the water flow, producing poor quality water.

Limitations. In some regions, sand is expensive or difficult to get. Slow sand filters require a substantial initial invest-ment and dedicated operation and maintenance.

Remarks. After re-sanding a filter it takes a few days to ripen; in this period water quality is lower.


90

O&M FACT SHEET

Public standposta. Brief description of technologyAt a public standpost or tapstand people from several households can take water from one or more taps. Because theyare used by many people and are often not so well taken care of, their design and construction must be sturdy comparedwith domestic connections. The standpost includes a service connection to the supplying water conduit, a supportingcolumn or wall, and one or more 0.5-inch (or 1.25-cm) taps protruding far enough from this column or wall to enable easyfilling of the water containers.

The taps can be a globe or a self-closing type. The column or wall may be of wood, brickwork, dry stone masonry,concrete, etc. Some standposts have a regulating valve in the connection to the mains, which can be set and locked tolimit maximum flow. A water meter may also be included. A solid stone or concrete slab or apron under the tap and adrainage system must lead spilled water away and prevent the formation of muddy pools. A fence may be needed tokeep cattle away. The residual pressure head of the water at the tapstand should preferably be between 10 and 30metres and should never be under 7 or over 56 metres. The location and design of public standposts have to bedetermined in close collaboration with the future users.

Initial cost: In 1995, the cost of a self-closing tap for 0.5 to 1-inch pipes was US$ 12 (UNDP/APSO, 1995). Cheapertaps can be found. Other costs depend largely on the standpost design.

Number of taps: Usually 1 to 3, or more.

Users per tap: Maximum 200 people.

Yield: 0.2–0.4 litres per sec per tap.

Area of use: Piped public water systems.

b. Description of O&M activitiesOperationUsers clean and fill their containers at the tap. Bathing and washing of clothes is usually not permitted at the standpostitself. The tap site has to be cleaned daily and the drain inspected.

MaintenanceThe drain must be cleaned at least once a month. Formation of pools must be prevented at all times. Occasionally, arubber washer or other part of a tap may have to be replaced. The fence may need repair too. Serious cracks in thestructure must also be repaired, and when wood rots it must be treated or replaced. Occasionally the tubing may leak orneed replacement.

Organizational aspectsA caretaker or tap committee may be appointed to keep the tap functioning and the surroundings clean, and to regulatethe amounts of water used. The committee may also collect the fees for water use. Sometimes water vendors fill theirtanks at public tapstands at special rates for resale to people living far away.

91


c. O&M requirements


Tap water Daily Local Jar, bucket, can, etc.

Clean site Daily Local Broom or brush

Inspect and clean drain Daily Local Hoe, spade

Repair or replace valve Occasionally Local Rubber or leather washer, Spanners, screw-gland seal, Teflon, flax, driver, pipe wrenchspare valve

Repair fence Occasionally Local Wood, steel wire, nails Machete, pliers,hammer

Repair valve stand, Occasionally Local Wood, nails, cement, sand, Hammer, saw, trowel,apron or drain water, etc. bucket, etc.

Repair piping Occasionally Local Pipe nipples, connectors, Pipe wrench, pipeelbows etc., oil, Teflon, cutter, saw, file, pipeflax or plumbing putty threader


Actor Role Skills

User Tap water, keep site clean No special skills

Caretaker or tap Clean site, perform small repairs, collect fees Basic skillscommittee

Communal water Organize more major repairs, collect fees Organizing andcommittee bookkeeping skills

Mason Repair tapstand and apron Masonry

Plumber Repair piping and taps Basic plumbing

External support Monitor hygiene, train committee members Training skills and microbialtesting

e. Recurrent costsRecurrent costs for a tapstand comprise a few minor repairs to the taps every year and occasional repairs to the pipes,column, wall, apron or drain.

f. Problems, limitations and remarksFrequent problems. Tampering, insufficient maintenance, and conflicts over use due to bad location of tapstand orunsolved social problems. Poor drainage. Often taps are not closed after use and even left open on purpose to irrigatea nearby plot. Tapstands at the tail end of a piped system often have insufficient water pressure.

Limitations. If people are willing to organize communal use and maintenance, the only limitation is the cost.

Remarks. Special attention should be given to how the water is handled after collection at the tapstand in order toprevent subsequent contamination.


92

O&M FACT SHEET

Ventilated improved pit latrinea. Brief description of technologyVentilated improved pit (VIP) latrines are designed to reduce two problems frequently encountered by traditional latrinesystems—smells and flies or other insects. A VIP latrine differs from a traditional latrine in having a vent pipe coveredwith a fly screen. Wind blowing across the top of the vent pipe creates a flow of air which sucks out the foul-smellinggases from the pit. As a result, fresh air is drawn into the pit through the drop hole and the superstructure is kept freefrom smells. The vent pipe also has an important role to play in fly control. Flies are attracted to light and if the latrine issuitably dark inside, they will fly up the vent pipe to the light. They cannot escape because of the fly screen, so they aretrapped at the top of the pipe until they dehydrate and die. Female flies, searching for an egg-laying site, are attracted bythe odours from the vent pipe but are prevented from flying down the pipe by the fly screen at its top.

VIP latrines can also be constructed with a double pit. The latrine has two shallow pits, each with its own vent pipe butonly one superstructure. The cover slab has two drop holes, one over each pit. Only one pit is used at a time. When thisbecomes full, its drop hole is covered and the second pit is used. After a period of at least one year, the contents of thefirst pit can be removed safely and used as soil conditioner. The pit can be used again when the second pit has filled up.This alternating cycle can be repeated indefinitely.

Initial cost: Single-pit VIP family latrine: about US$ 70–400.Double-pit VIP family latrine: about US$ 200–600. Prices include the cost of materials (60–80%), transport(5–30%), and local labour (10–25%). Prices depend on the pit volume; quality of the lining, slab and super-structure; extent to which locally available materials are used; and the country or region.

Area of use: Rural or peri-urban areas, household and public use.

b. Description of O&M activitiesOperationOperation of pit latrines is quite simple and consists in regularly cleaning the slab with water (and a little disinfectant ifavailable) to remove any excreta and urine. The door must always be closed so the superstructure remains dark inside.The drop hole should never be covered as this would impede the airflow. Appropriate anal cleaning materials should beavailable in or near the latrine. Stones, glass, plastic, rags, and other non-biodegradable materials should not be thrownin the pit as they reduce the effective volume of the pit and hinder mechanical emptying.

MaintenanceEvery month the floor slab has to be checked for cracks and the vent pipe and fly screen must be inspected to ensurethey are not corroded or damaged. Rainwater should drain away from the latrine. Any damage should be repaired. Repairof the superstructure (especially light leaks) may be necessary too. When the contents of the pit reach the level of 0.5metre below the slab, a new pit has to be dug and the old pit covered with soil. Another possibility is to empty the pitmechanically. With double-pit systems, the second pit is used when the first is full. The full pit can be emptied safely byhand after a period of a year or longer and is then ready for use again.

Organizational aspectsWhere latrines are used by a single household, O&M tasks are implemented by the household itself or by hired workers.If two or more households use the latrine, arrangements for rotation of cleaning tasks have to be made and agreed uponto avoid conflict. Pits can only be emptied manually if their contents have been left to decompose for at least a year. Inall other cases, either new pits have to be dug when a pit is full or the pit has to be emptied mechanically. If double-pitlatrines are used, the users must fully understand the concept of the system in order to be able to operate it properly.User education has to cover aspects such as the reasons for switching after using only one pit at a time, use of excretaas manure, and the need to leave the full pit for at least a year before emptying. The users also need to know how toswitch pits and how to empty the pit, even when they do not do these tasks themselves. Where these tasks are carriedout by privately hired labourers, the latter must also be educated in the operational requirements of the system.

93


c. O&M requirements


Clean drop hole, seat Daily Household Water, soap Brush, bucketand superstructure

Inspect floor slab, Monthly Householdvent pipe and fly screen

Clean fly screen and Every one to Household Water Twig or long bendablevent inside six months brush

Repair slab, seat, vent Occasionally Household or Cement, sand, water, nails Bucket or bowl,pipe, fly screen or local workers local building materials trowel, saw, hammer,superstructure knife

Dig new pit and Depending on Household or Sand, possibly cement, Shovels, picks,transfer latrine slab size and number local workers bricks, nails and other local buckets, hammer,and superstructure of users building materials saw, etc.(if applicable)

Switch to other pit Depending on Household or Shovels, buckets,when pit is full size and number local workers wheelbarrow, etc.

of users

Empty pit Depending on By hand: household By hand: water By hand: shovel,(if applicable) size and number or local workers bucket

of users (not recommended)

By mechanical By mechanical means: By mechanicalmeans: specialized water, spare parts for means: pit-service machinery emptying equipment


Actor Role Skills

User Use latrine, keep clean, inspect and perform small repairs, Understanding of hygieneempty full pit and switch over, dig new pit and replace latrine

Local unskilled Dig pits, transfer structures, empty full pits in double-pit Knowledge about the conceptworkers systems, small repairs, solving small problems of a double-pit system (when(sweepers/ working with such systems),scavengers) knowing how to solve simple

problems.

Local mason Build and repair or transfer latrines Basic masonry, latrine building

Health department Monitor latrines and hygienic behaviour of users, train users Training skills andknowledge on sanitation

e. Recurrent costsThese costs are usually very low, maximum about US$ 1 to 2 per capita per year, as normally maintenance activities arefew (mainly cleaning) and can be done by the households themselves. Even if local labour has to be hired for digging anew pit, the recurrent costs per time unit and user are low although paying in full may pose a problem. The same appliesto the cost of mechanical emptying of the pit. Emptying a double VIP latrine can be done by hand, either by the householditself or by hired workers. Sometimes the humus can be sold to farmers.


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f. Problems, limitations and remarksFrequent problems. Bad quality of the floor slab due to inappropriate materials or improper curing of concrete. Inferiorquality fly screens get damaged easily by the effects of solar radiation and foul gases. Improperly sited latrines can getflooded or undermined. Children may be afraid to use the latrine because of the dark or because of fear of falling into thepit. If the superstructure allows too much light to come in, flies will be attracted by the light coming through the squathole and may fly out into the superstructure; this may jeopardize the whole VIP concept. Odour problems may occurduring the night and early morning hours in latrines relying more on solar radiation for the air flow in the vent pipe thanon wind speed. Leakages between pits can occur because the dividing wall is not impermeable or the soil is toopermeable.

Limitations. In hard soils it may be impossible to dig a proper pit. Pits should preferably not reach groundwater level andlatrines must be 15 to 30 metres away from ground and surface water sources. VIP latrines cannot prevent mosquitosfrom breeding in the pits. Families may not be able to bear the much higher costs for construction of a VIP latrine incomparison to a simple pit latrine.

Remarks. Cultural resistance to handling human waste may prevent some households from emptying their double pitsthemselves. Usually local workers can be hired to do the job.

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O&M FACT SHEET

Double-vault compost latrinea. Brief description of technologyThe double-vault compost latrine consists of two watertight chambers (vaults) to collect faeces. Urine is collectedseparately as the contents of the vault have to be kept relatively dry. Initially, a layer of absorbent organic material is putin the vault and after each use, the faeces is covered with ash (or sawdust, shredded leaves or vegetable matter) todeodorize the faeces, soak up excessive moisture and improve the C/N ratio, which ensures that sufficient nitrogen isretained to make a good fertilizer. When the first vault is three-quarters full, it is completely filled with dry powdered earthand sealed so that the contents can decompose anaerobically. The second vault is used until it is three-quarters full andthe first vault is emptied by hand, the contents being used as fertilizer. The vaults have to be large enough to keep faecesfor at least a year in order to become pathogen-free. A superstructure is built over both vaults with a squat hole overeach vault which can be sealed off. The latrine can be built in any place as there is no risk of pollution from the watertightchambers to the surroundings. Where there is rock or a high watertable, the vaults can be placed above the ground.

Initial cost: US$ 35–70 (in 1978 US$) in Guatemala (Winblad & Kilama, 1985). Prices include the cost of materials andlocal labour, construction with vaults of 0.3 m3 each above the ground and a movable raised seat.

Area of use: Areas where people are motivated to handle and use humus or human excreta as a fertilizer and where nowater is used for anal cleansing.

b. Description of O&M activitiesOperationInitially some absorbent organic material is put in the empty vault after each use and, whenever available, wood ash andorganic material are added. When urine is collected separately it is often diluted with 3–6 parts of water and utilized asfertilizer. This may cause a health hazard and should be avoided. Adding lime or ash may help, but there is no guaranteethat the urine will then be safe. Water used for cleaning should not be allowed to go into the latrine as it will make thecontents too wet.

MaintenanceWhen the vault is three-quarters full, the contents are levelled with a stick, after which dry powdered earth is added till thevault is full. The squat hole is then sealed and the other vault emptied with a spade and bucket, after which it is ready foruse. The removed contents can be used safely as a fertilizer. Householders may grow insect-repelling plants likecitronella around the latrine.

Organizational aspectsExtensive investigation among potential users is needed to find out if the system is culturally acceptable and if they aremotivated and capable of operating and maintaining the system properly. Prolonged support by the agency is needed toensure that users understand the system and operate it properly.


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c. O&M requirements


Clean toilet and super Daily Household Water, lime, ashes Brush, waterstructure, empty urine containercollection pot

Add ashes or other After each Household Wood ashes and organic Pot to contain theorganic material defecation and material, material, small

whenever shovelavailable

Inspect floor, super- Monthly Householdstructure and vaults

Repair floor, super- When Household or Cement, sand, water, nails, Bucket or bowl,structure or vaults necessary local local building materials trowel, saw,

hammer, knife

Close full vault after Depending on Household or Water, absorbent organic Shovel and bucketlevelling and adding soil, size and number local pit emptier materialempty other vault, open of usersits squat hole and addabsorbent organic materialbefore starting to use, storehumus (or use directly)

Use humus as When needed Household or Humus Shovel, bucket,fertilizer other users wheelbarrow


Actor Role Skills

User, householder Use latrine, remove urine, keep clean, inspect and perform Understanding of hygiene,small repairs, empty pit and switch understanding of system

and its O&M

Local mason Build and repair latrines Basic masonry, latrinebuilding skills

Local pit emptier Empty pit and switch, check system and perform Understanding of hygiene,small repairs understanding of system

and its O&M

External support Investigate applicability, monitor users’ O&M and hygienic Research and surveyingorganization behaviour and provide feedback, train users and local skills, training skills, knowledge

artisans of the system, organizationalskills, communicative skills

e. Recurrent costsWhen the system is well designed and constructed and O&M is done properly, the recurrent costs will be limited to thecosts of small repairs and emptying of a vault when full. Sometimes the humus can be sold to farmers.

f. Problems, limitations and remarksFrequent problems. Proper operation needs full understanding of the concept. This is often lacking and, as a result,the contents are left too wet, making the vault malodorous and difficult to empty. Where people are eager to use thecontents as fertilizer, they may not allow sufficient time for the excreta to become pathogen-free.

Limitations. Only to be used where people are motivated to use human excreta as a fertilizer. The system is notappropriate where water is used for anal cleansing.

Remarks. Double-vault latrines have been successfully used in Vietnam and Central America (Guatemala, Honduras,Nicaragua, El Salvador). When tried elsewhere they have usually been unsatisfactory.

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O&M FACT SHEET

Septic tank and aqua-privya. Brief description of technologySeptic tanks and aqua-privies have a water-tight settling tank with one or two compartments, to which waste is carried bywater flushing down a pipe connected to the toilet. If there is a tank immediately under the latrine, excreta drop directlyinto the tank through a pipe submerged in the liquid layer (aqua-privy). If the tank is located away from the latrine (septictank) the toilet usually has a U-trap. The systems do not dispose of wastes; they only help to separate the solid matterfrom the liquid. Some of the solids float on the surface, where they are known as scum, while others sink to the bottomwhere they are broken down by bacteria to form a deposit called sludge. The liquid effluent flowing out of the tank is,from a health point of view, as dangerous as raw sewage and remains to be disposed of, normally by soaking into theground through a soakaway or with a connection to small-bore sewers. The sludge accumulating in the tank must beremoved regularly, usually once every 1–5 years, depending on size, number of users and kind of use. When sullagedisposal is also in the tank, a larger capacity is required for both the tank and the liquid effluent disposal system.Connection to small-bore sewers may then be needed. Where high groundwater tables or rocky or impermeableundergrounds occur, this may also be the case. Every tank must have a ventilation system to allow escape of explosivemethane and malodorous gases (generated when bacteria decompose some of the sewage constituents) from the tank.Septic tanks are more expensive than other on-site sanitation systems and require sufficient piped water. Aqua-priviesare slightly less expensive and need less water for flushing.

Initial cost: US$ 90–375, including cost of labour and materials

Area of use: Rural or peri-urban areas where water is available.

Amount of water needed per toilet flushing: About 2 to 5 litres if a pour-flush pan or aqua-privy system is used.

b. Description of O&M activitiesOperationRegular cleaning of the toilet with soap in normal amounts is unlikely to be harmful, but the use of large amounts ofdetergents or chemicals may disturb the biochemical process in a tank. In aqua-privies the amount of liquid in the tankshould be kept high enough to keep the bottom of the drop pipe at least 75 mm below the liquid level. A bucket of watershould be poured down the drop pipe daily in order to clear scum (in which flies may breed) from the bottom of the droppipe and to maintain the water seal. When starting with a new tank, adding some sludge from another tank will ensure thepresence of micro-organisms so that the anaerobic digestion process can start directly and more completely.

MaintenanceRoutine inspection is necessary to check whether desludging is needed and to ensure that there are no blockages at theinlet or outlet. The tank should be emptied when solids occupy between one-half and two-thirds of the total depthbetween the water level and the bottom of the tank.

Organizational aspectsOrganizational aspects revolve around the reliability of the emptying services, the availability of skilled contractors forconstruction and repair, and the control of sludge disposal.


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c. O&M requirements


Clean squatting pan Daily Household Water Brush, wateror seat and shelter container

Unblock U-trap Occasionally Household Water Flexible brush orwhen blocked other flexible material

Inspect if entry pipe Regularly Household Water Stickis still submerged(for aqua-privies)

Inspect floor, Monthly Householdsquatting pan orseat and U-trap

Repair squatting Occasionally Household or Cement, sand, water, nails, Bucket or bowl,pan or seat, U-trap local artisan local building materials trowel, saw,or shelter hammer, knife

Control vents Annually Household Rope or wire, screen Scissors or wire-material, pipe parts cutting tool, pliers,

saw

Empty tank Every 1–5 Service crew Water, fuel, lubricants, etc. Vacuum tanker (largeyears or mini) or MAPET

equipment, if possible


Actor Role Skills

User Flush, keep clean, inspect vents, keep record of emptying Understanding of hygiene,dates, control contents in tank and contact municipality or basic bookkeeping,other organization for emptying when necessary measuring skills

Sanitation service Empty tank, control tank and vents, repair if needed Skills to work with vacuumtanker or MAPET, basic masonry

Agency Monitor tank performance, and tank emptying by emptying Training skills, monitoringteams, train emptying teams skills, organizational skills

and technical knowledge

e. Recurrent costsThe main cost involved is the emptying of the tank. The frequency of emptying depends on the amount of solids andliquids entering into the tank. The average annual O&M cost per capita measured over 39 countries was US$ 3.09, whilein Brazil this cost was only US$ 0.67 (World Bank studies, quoted in Wilson H., 1988 (in 1987 US$).

f. Problems, limitations and remarksFrequent problems. Many problems are due to inadequate consideration being given to liquid effluent disposal. Largesurges of flow entering the tank may cause a temporarily high concentration of suspended solids in the effluent owing todisturbance of the solids which have already settled out. Leaking tanks may cause insect and odour problems in aqua-privies because the water seal is not maintained.

Limitations. Unsuitable for areas where water is scarce, where financial resources are insufficient for construction ofthe system, or where safe tank emptying cannot be done or afforded. Where not enough space is available for soakawaysor drainage fields, small-bore sewers will have to be installed. Aqua-privies only function properly when they are very welldesigned and constructed and operated.

Remarks. Septic tank additives—such as yeast, bacteria, and enzymes—which are often sold for “digesting scum andsludge” and “avoiding expensive pumping” have not proved to be effective.

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O&M FACT SHEET

Drainage fielda. Brief description of technologyDrainage fields consist of gravel-filled underground trenches called leachlines or drainage trenches, into which the liquideffluents coming from a septic tank are led through open-jointed (stoneware) or perforated (PVC) pipes, allowing theeffluents to infiltrate into the ground. Initially the infiltration into the ground may be high, but after several years the soilclogs and an equilibrium infiltration rate is reached. If the sewage flow exceeds the equilibrium rate of the soil, eventuallythe sewage will surface over the drainage field..

Trenches are usually 0.3–0.5 m wide with a depth of 0.6–1.0 m below the top of the pipes. They are laid with a 0.2–0.3%gradient and contain 20–50 mm diameter gravel with 0.3–0.5 m of soil on top, with a barrier of straw or plastic sheetsto prevent soil from washing down. They should be laid in series so that as each trench fills, it overflows to the next one.This ensures that each trench is used either fully or not at all. Trenches should be 2 m apart, or twice the trench depthif this is greater than 1 m. The bottom of a trench should be at least 0.5–1 m above groundwater, bedrock or imperme-able soil, and land slope should not exceed 10%. An equal area of land should be kept in reserve for possible extensionor replacement of the drain field if it becomes clogged.

Compared to soakaways, drainage fields are often used where larger quantities of liquid effluents are produced.

Initial cost: No data found.

Area of use: Rural or peri-urban areas where sufficient water and space are available and the soil is permeable.

b. Description of O&M activitiesOperationHardly any activities for operation are required, except observing if there are overflows and switching to a seconddrainage field every 6 to 12 months and fixing the dates of switching (if applicable).

MaintenanceClean the tank outflow and check if it is still in order (if not, it should be cleaned or repaired). Deblocking of the deliverypipe may be necessary occasionally. Diversion boxes have to be cleaned from time to time. Control plant growth toprevent the roots from entering the pipes or trenches.

Organizational aspectsMinor O&M and bookkeeping are organized and executed by households, groups of households or a community organi-zation. The government department needs to monitor the performance of drainage fields and train users (and theirorganizations), artisans and caretakers on the technical aspects of O&M.


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c. O&M requirements


Control plant growth Regularly Household or Shovel, bucket,caretaker panga, etc.

Switch to other Once every Household or Bricks or other material Tools to opendrainage field 6–12 caretaker to block pipes diversion box

months

Deblock delivery Occasionally Household, Water, piece of pipe, glue Brush, shovel, longpipe caretaker or stick or flexible brush,

local artisan knife, saw

Clean diversion Every month Household or Water Shovel, brushboxes caretaker

Check outflow of Once a month Household or Water Brush, tools to opentank and clean caretaker access hole


Actor Role Skills

Household user or Check outflow tank and performance of drainage field and Understanding of hygiene,local caretaker control plant growth some technical knowledge

of tank and field

Local artisan Repair parts if broken, remove obstructions in delivery pipes Basic masonry, pipingtechniques, knowledge ofsystem techniques andfunctioning

Agency Monitor performance of systems, train users, caretakers and Training skills, technicallocal artisans, provide assistance with big problems skills for repair and

maintenance of drainagefields, monitoring skills

e. Recurrent costsIf the system is well designed, repairs are needed only very occasionally and the recurrent costs are therefore low.

f. Problems, limitations and remarksFrequent problems. Overflowing leachlines, unpleasant odour, groundwater contamination, and social conflict (oversiting of the drainage fields, odour, etc.).

Limitations. Unsuitable where the available space, water or financial resources for construction are insufficient, wherethe permeability of the soil is poor, or where bedrock or groundwater are at a shallow depth.

Remarks. Pressure can be taken off drainage fields by reducing the amount of water and solids flowing into the solidsinterceptor tank, e.g. by improved design of toilets which use less water or by preventing sullage from entering the tank.

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O&M FACT SHEET

Small-bore or settled seweragea. Brief description of technologySmall-bore sewerage (or settled sewerage) is a sewerage system that is designed to receive only the liquid fraction ofhousehold wastewater. The solid components of the waste, which settle, are kept in an interceptor tank (basically asingle-compartment septic tank) which needs periodic desludging. Because the sewers only receive the liquid sewage,they are designed differently from conventional sewers and have the following advantages:

■ the system needs less water because solids are not transported;

■ excavation costs are reduced because the pipes can be laid at shallow depths and do not need to maintain self-cleansing velocity;

■ material costs are reduced because the diameter of the pipes can be small (peak flow is attenuated by the interceptortanks) and there is no need for large manholes;

■ treatment requirements are reduced because the solids are kept in the interceptor tanks.

The small-bore sewer system consists of a house connection, an interceptor tank, sewers, cleanouts/manholes, vents,sewage treatment plant, and lift stations (if there is no gravity flow). The system is most appropriate in areas that alreadyhave septic tanks but where the soil cannot (or can no longer) absorb the effluent or where densities are such that thereis no room for soakaways. It also provides an economical way to upgrade existing sanitation facilities to a level morecomparable to conventional sewers.

Initial cost: No recent data available, but the cost of the system in Brotas (Brazil) was calculated to be 78% cheaperthan conventional sewerage; in Australia and the USA there were 25–35% savings on the construction cost, butthis excluded the cost of the interceptor tanks.

Area of use: Areas where individual soakaways are not appropriate (soil conditions or densities), or areas where pour-flush latrines with soakpits can be upgraded to a small-bore sewer system.

b. Description of O&M activitiesOperationThe main operational requirement is for the household to ensure that no solids can enter the system and that theinterceptor tank functions properly.

MaintenanceRegular removal of the sludge in the interceptor tank. This has to be checked by the local sewerage authority becausethe system will be at risk if solids can enter. Also, removal of blockages, regular control of sewage pipes, and periodicflushing. The performance of accessories in the pipeline system such as cleanouts, manholes, (possible) lift stations,and ventilation points should be regularly checked and maintained.

Organizational aspectsThese are mainly the organization of desludging services for the interceptor tanks. The principal problems related todesludging revolve around responsibility. Normally this lies with the property owners since the interceptor tank is on theirproperty. Residents who are not owners have no incentive to desludge regularly. Desludging costs money and is incon-venient; sludge overflowing in the sewerage system will not directly affect the resident but will affect the communalsewer system downstream. If the sewer system is to work effectively, the responsibility for tank desludging must fall onthe organization which is responsible for maintenance of communal sewers. This organization must therefore bear theresponsibility for treatment of the liquid from the sewers and the sludge from the interceptor tanks.


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c. O&M requirements


Clean grease trap Daily/weekly Household Water

Repairs and removal When needed Local workers or Water, specialized materials Rodding tool,of blockages mechanic and spare parts mechanic’s tool set

Check inspection At least annually Household or Water Basic tool setchambers, mechanicappurtenances suchas pumps andcontrols, vacuumand surge chambers,check valves

Inspect street Regularly Staff sewerage Specialized spare parts Specialized tools andsewers department and materials equipment


Actor Role Skills

Householder Check appurtenances within plot, assist community Understanding of system,organization in maintenance of inspection chambers and some technical skills tocommon block sewer line check appurtenances

Local workers/ Check on-site appurtenances, perform small repairs, Mechanical skillsmechanic removal of blocks

Community Organize regular checking of block sewer, notify agency of Understanding of system andorganization problems that cannot be solved, collect sewer charges bookkeeping skills, organiza-

tional skills, monitoring skills,communicative skills

Agency Monitor system’s performance; keep regular contacts with Technical skills, administrativecommunity organizations and monitor their performance; skills, organizational skills,train teams, mechanics, organization staff and community monitoring skills,organization members, operate and maintain collector communicative skills,sewer, pumping station and treatment plant training skills

e. Recurrent costsThe main recurrent cost is the emptying of the interceptor tanks, which varies by country and city. Other recurrent costsare for occasional flushing of the system, and repairs to maintain the system.

f. Problems, limitations and remarksFrequent problems. Overflowing interceptor tanks because they have not been desludged in time. Blockages due toillegal connections bypassing the interceptor tank.

Limitations. Basically only suitable where septic tanks or other on-site systems are already in existence. If a new systemneeds to be installed, the shallow sewer system is more appropriate as it does not need an interceptor tank. The needfor regular desludging of the interceptor tank calls for a well-organized sewerage department.

Remarks. The small-bore sewerage system needs a regular lay-out along back lanes or streets and a regular (even iflimited) water supply system. These are absent in many low-income urban areas so that this system is not appropriate.So far, positive experiences with the system have all been in developed countries.

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4.3 Spare parts provision in general

Instead of being one of the principal items on a check-list for sustainability, spare partsare often considered long after the technical and operational designs of a water supplyor sanitation project have been decided. Spare parts provision should therefore be oneof the deciding factors in technology selection, and not merely an unplanned conse-quence.

Spare parts can be defined as all the materials and items needed for the efficient andsustainable operation and maintenance of a water supply or sanitation system. Theyinclude:

■ Mechanical, hydraulic, electrical and electronic parts■ Tools■ Seals and washers■ Fuel, lubricants■ Paint■ Chemicals and other consumables■ Parts for essential transport and communication equipment■ Stationery

4.4 Towards sustainable spare parts provision

Spare parts provision should be viewed as much from the demand side as from thesupply side. Furthermore, sustainable spare parts provision depends also on strategicissues.

Such elements as the need for spare parts, their cost, and accessibility to spare partsare likely to influence the demand for spare parts. The following items should be consid-ered in analysing this demand.

Need for spare parts

■ Assessment of the spare parts needed for a particular technical option, based onthe technical characteristics and experience;

■ Identification and inventory of the spare parts required, based on an accuratediagnosis of the problems most likely to occur, and their periodicity;

■ Estimate of the spare parts needed for emergency repairs, accidents, or scheduledreplacement;

■ Variations in the frequency of this need, which communities should be aware of;■ Determination of proper timing for initiating repairs or replacement, in addition

to the activities needed for simple maintenance of the system;■ Proper operation and maintenance, including effective preventive maintenance,

in order to decrease the need for spare parts and their frequency;■ Interchangeability of some spare parts with other brands or technologies.

Cost of spare parts

■ Can the cost of spare parts be met according to the tariff in place?■ Are the transport costs to obtain the spare parts included in the tariff? If not, how

may these be met?■ What financial mechanisms are available in case the budget cannot cover the cost

of spare parts?■ How does the cost of imported spare parts compare with similar parts produced

locally or in neighbouring countries?■ How significant are exchange rate fluctuations on the cost of spare parts?


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Accessibility to spare parts

■ The distance between the village and the location of the shop which is selling thespare parts could be a factor influencing the demand for spare parts;

■ This demand can be divided into three categories: 1) frequently needed spare parts,for which the sales outlet or mechanic should be in the village or as close as possi-ble to it; 2) occasionally needed spare parts (every six months to a year), for which thedistance should not be too far; 3) spare parts for major repairs or replacement, whichmay be ordered only from the regional or state capital.

Factors likely to have an influence on the supply side are the availability and use oflocal materials and locally manufactured parts, location of marketing and sales points,and the profit perspective. The following items should be reviewed.

Use of local materials and locally manufactured parts

■ Making better use of materials from sustainable local sources;■ Having options for recycling and re-use or restoration of worn-out parts;■ Improving the reliability of the products (quality control) and the guarantees;■ Improving compliance with delivery deadlines through bonuses or other mecha-

nisms, including penalties for delay;■ Encouraging local entrepreneurs or cooperatives to undertake the manufacture of

spare parts;■ Making sure that the parts are guaranteed to remain available over a period of

time;■ Learning from the experience of local manufacturers in other sectors;■ Balancing the proportion of imported spare parts with those manufactured locally;■ Offering incentives to local entrepreneurs (e.g. tax breaks, subsidies, preferential

consideration against foreign suppliers, etc.).

Quality of spare parts

■ Type of material used;■ Quality of manufacture, quality control;■ Interchangeability.

Marketing and sales points

■ Encouraging local entrepreneurs, mechanics and shops to undertake the distribu-tion and supply of spare parts, making them aware of the market potential and ofthe three categories of spare parts, as described above under “accessibility”;

■ Installing, where possible, a revolving fund for spare parts which is managed by acooperative of users or mechanics;

■ Making sure that the provision of spare parts through donor assistance or govern-ment channels is only temporary, and promoting the development of the privatesector;

■ Creating better links between the supplier and the user;■ Ensuring stock control, warehousing and sustainable outlet options.

Perspective on profits

■ Involving local manufacturers, entrepreneurs, mechanics and shops by offeringthem some kind of benefits or profit (e.g. a defined profit margin, percentage ofsales as own income, free stock for first sales, etc.);

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■ Making sure that donor-assisted or heavily subsidized prices do not “kill” themarket, which means that market prices should be realistic right from the start inorder to keep the system sustainable.

Strategic issues for improving spare parts provision include efficient planning, whetherto standardize or not, approaches to reducing the need for spare parts, appropriatepricing policy, private sector involvement, and capacity-building.

Efficient planning

■ Planning for spare parts provision should start as early as possible in the projectcycle.

■ During a feasibility study, the project should assess the following: types of spareparts currently available locally or in neighbouring countries; the distribution net-work; type of equipment used in other projects and regions; the possibility of inter-changeability; the possibility of local manufacture (in steel works and plastic works);the cost of spare parts to the customer; the level of import taxes; and nationalpolicy regarding spare parts provision.

■ Implementation of the project should ensure the sustainability of spare parts pro-vision on a long-term basis.

■ After the construction phase, regular monitoring and evaluation of the equipmentwill help to determine the right time for repairs and rehabilitation within the eco-nomic life-span of the scheme; feed-back to the manufacturers on any weakness inthe manufacturing of the equipment can help them.

Whether to standardize

Several countries have chosen to standardize their choice of technology. There are posi-tive as well as negative aspects which should be carefully considered (see Table below)before making a decision. Whatever the choice, it could be for a certain number of yearsonly.

FOR STANDARDIZATION AGAINST STANDARDIZATION

■ Wide use of the same item of equipment ■ The chosen technology does not respond totallyencourages agents and shopkeepers to store and to the needs and preference of the userssupply these spare parts because of the ■ The market is closed for new, innovative and“guaranteed demand” cheaper technologies

■ Proliferation of brands and technology makes ■ Poor incentive for involvement of the private andit difficult to organize spare parts availability research sectors

■ Prices and markets can be more easily researched ■ Possible conflict with donor policies on technology■ Users become familiar with one type of product choice

or technology ■ Competition between different brands can bring■ Training of personnel can be standardized. down prices and lead to improvements.

Approaches to reducing the need for spare parts

■ Better design of equipment to make them last longer.■ Better engineering to reduce operation and maintenance requirements.■ Better use and operation, by instructing the users on how to reduce wear and tear

in the equipment.■ Introduction of a maintenance “culture” that promotes prevention rather than

cure.



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Appropriate pricing policy

■ At the outset, donor assistance often includes subsidized prices for spare parts,which can have a negative effect later on. While this type of pricing by donors maybe an incentive to local distributors initially, it raises false expectations and doesnot help to stabilize the market.

■ Highly subsidized prices may not be sustainable over a long period.■ Pricing policy could include an agreed margin of benefits for the intermediaries

up to the final outlet point, with prices which the users can afford and are willingto pay.

■ Free price policies could open up the market for spare parts and their distribution,but will result in higher prices for consumers initially; however, competitionbetween various brands could lead to a fall in prices.

■ High taxes on imported foreign equipment for water supply could be reduced.■ Appropriate pricing of spare parts should be one of the key elements in the tech-

nology selection process.

Private sector involvement

■ Is there a policy towards private sector incentives and promotion?■ Are there manufacturers of spare parts in other sectors, from whom lessons can be

learnt and with whom resources and experiences can be shared?■ What are the opportunities for interregional cooperation in terms of shared

markets, marketing, agreements on prices, or division of specialization?■ What are the possibilities for joint ventures with firms and manufacturers in devel-

oped countries, which will provide technical, entrepreneurial and managerial train-ing?

■ Can the links between manufacturers be strengthened?■ How can the informal private sector at local level contribute to the manufacture

and provision of spare parts?

Capacity-building

■ Assessment of training needs in the private sector for stock management, as well asmanufacture, distribution, supply and use of spare parts.

■ Opportunities for learning from the experiences in neighbouring countries andfrom partners.

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Unit 2: Analysis of participation



➽ Objectives■ To identify all the actors involved in the operation, maintenance and management of

rural water supply and sanitation systems■ To identify their roles, interest, problems and degree of participation

➽ Methodology1. Introductory note2. Interactive group exercise3. Concluding remark

➽ Materials✔ Overhead transparencies✔ Flip chart and masking tape✔ Overhead projector, screen or white wall

➽ Handouts✔ Background information


Introductory note

The object of operation and maintenance is to deal with people and institutions on tech-nical issues. This session aims to identify all the actors who are directly and indirectlyinvolved in the operation and maintenance of water systems, their roles and interests(interests can be contradictory or complementary between different actors), and theirmajor problems.

The work in this session and the next will involve the whole group. Different seatingarrangements should be made, because the participants will not have to take down notesor carry out any special exercises. Tables are not required, and the chairs should beplaced in a semi-circle facing a wall. The results of the two sessions, when completed,should be distributed to the participants.

Analysis by participation is an integral part of the OOPP (Objective Oriented ProjectPlanning) analytical method. A full explanation of the methodology is given in the sup-porting material below. Some elements have been adapted especially for this course.

Before the session, the facilitator puts up sheets of paper (craft paper or flip chartsheets) on the wall and draws the framework of a Table for the participation analysis (seepage 109). Participants will only need their marker pens.


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Group exercise on analysis of participation

Once the framework has been explained, the facilitator will proceed in three steps:Step 1: Ask the group what actors are involved in the operation, maintenance and

management of rural water supply and sanitation systems. The analysis can be carriedout for either water supply or sanitation services, or both. The choice depends on thepreviously identified demand and needs of the group. All contributions are made oncards, on which the name of an actor is written down, and these are placed within theTable on the wall. The participants may assist the facilitator in writing down the names ofthe actors. Some of the cards can be grouped if necessary.

Step 2: The group is asked to give the main roles of each major actor and follows thesame procedure as in Step 1. See background information (below) for further details.

Step 3: The participants are divided into groups corresponding to the major groupsof actors (national level, provincial/district level, local level, etc.) that have been identi-fied. They then describe the interests and problems of each group. All the results arewritten down on the cards which are placed within the Table. Each group then presentsits cards and explains the meaning behind each one. Some rules about how to write thestatements on the cards are given below:

Rule 1: CARDS SHOULD BE WRITTENWITH CAPITAL LETTERS

Rule 2: CARDS SHOULD BE WRITTENIN A LEGIBLE WAY

Rule 3: CARDS SHOULD DESCRIBEONLY ONE IDEA

Rule 4: CARDS SHOULD HAVENOT MORE

THAN THREE LINES

The next session will describe how to present the statement of problems in an appro-priate way. The facilitator should accept the statements given on the cards; however, iftheir formulation should be unclear, he could ask for clarification or reformulation.

Concluding remark

The facilitator goes over the whole Table, highlighting the main roles, interests and prob-lems that have arisen. The last column (“Present degree of involvement”) can be filled inat the same time, following discussions with the group.

The facilitator will point out that this analysis has shown that O&M is concerned witha large number of actors and that it is important to see how all of them can cooperate inan optimal and effective way. The initial identification of problems is the starting pointfor the next session, which deals with the analysis of constraints.

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3. Overhead sheets

There are no overhead sheets because the Table for the analysis of participation shouldbe prepared on a large sheet of paper which is put up on a wall. For details, see below.


An analysis of participation can rapidly show that various actors are involved in theoperation and maintenance of rural water supply and sanitation systems. The analysisconsists in listing all the actors involved at various levels, highlighting their roles inoperation, maintenance and management, their interests, the main constraints eachactor is facing, and their degree of involvement, as shown in the Table below.

Actors/group Role in O&M Interest Problems Degree ofof actors involvement*

Present Future

National level

Provincial/districtlevel

Local and communitylevel

* Three degrees: 1, little involvement; 2, medium involvement; 3, major involvement. Future involvement should be filled in after thedecentralization policies have been reviewed.

Roles usually include policy-making for maintenance; sector planning and program-ming for maintenance; coordination; budget allocations; follow-up and monitoring;normative control; regulation; training; technical assistance; tariff setting; payment ofservices; day-to-day operation of the system; preventive maintenance; small repairs;major repairs; rehabilitation; manufacture of spare parts; provision of spare parts.

This analysis can be summarized in the Table below, which gives an overview of thedegree of involvement of the major actors in the operation and maintenance of watersupply and sanitation systems.

Degree of involvement

Major actors Little Medium Major

National institutions

Provincial institutions

Local authorities

Community organizations

Users

Private sector and NGOs

External support agencies

The above analysis can also be done in a more detailed way by analysing the degree ofinvolvement of each actor for each role, as identified in the first Table.



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Unit 3: Analysis of constraints


➽ Objectives■ To further identify problems linked to O&M■ To analyse these problems in a logical way■ To draw a problem tree

➽ Methodology1. Introductory note2. Focused discussion3. Interactive group exercise

➽ Materials✔ Overhead transparencies✔ Flip chart and masking tape✔ Overhead projector, screen or white wall✔ Large sheet of paper (craft paper), hung on the wall for the problem tree exercise✔ Cards of various colours (code is important: for example, yellow for problems)

➽ Handouts✔ Copies of transparencies, background information


Introductory note

The present session is directly linked to the previous one. The OOPP (ObjectiveOriented Project Planning) methodology will now be introduced for application in thiscourse (see below, background information and overhead sheets). This adaptation ofthe original methodology provides a flexible management and analytical tool. Thesession deals with problem analysis in the context of operation and maintenance ofwater supply and sanitation systems; other activities will be developed later in the course.It should be noted that the full use of the methodology is not essential, especially in atraining session to work on a situation analysis. OOPP is not an end in itself, it is just atool.

Focused discussion

Before starting with the OOPP methodology, the participants will be asked to indicatethe planning tools which are being used in their professional setting. This list of tools willbe written on the board by the facilitator, who will ask for comments from the partici-pants.

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Interactive group exercise

The group should have the same informal seating arrangements as in the last session.The facilitator will proceed in the following way:

■ Problems which are linked to operation and maintenance of water supply and sani-tation systems are formulated. For this exercise, a large group can be divided intosmaller subgroups, who will have to prioritize the problems and produce a maxi-mum of seven cards; some of these problems could come from the analysis in theprevious session, with others added.

■ All the subgroups should clearly understand each problem; the facilitator may haveto rewrite some of the cards.

■ All the identified problems are put up on one side of the sheet on the wall in orderto leave enough space for the actual analysis.

■ The analysis starts by asking the participants which of the problems could be directcauses of the main problem for “poor O&M”, until all the problems have beenexamined and linked to form a tree.

■ The analysis also examines the effects of poor O&M; if some problems have notbeen highlighted, the group can do so now.

■ The whole logic of the tree can be checked in terms of cause-effect relationships.■ At the end of the analysis, lines should be drawn linking the cards in order to

visualize the relationship between problems, thereby building an objective tree.

This session is highly participatory and the facilitator should be careful to keep goodtrack of the time. The aim is not unanimous agreement on a hypothetical situation, butan acceptable compromise by the group. At this stage, the object is to examine the mainproblems in order to see how they are interrelated. The participants will have the oppor-tunity to develop this in more detail during their individual assignments later in thecourse.



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OOPPObjective Oriented Project Planning

1. Analytical phase

2. Planning phase

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Overhead sheet 2

1. Analytical phase

2. Planning phase

a. Development of planning matrixb. Identification of assumptionsc. Identification of activitiesd. Formulation of indicatorse. Estimation of costs and human

resources needsf. Time planning

a. Analysis of participationb. Analysis of problemsc. Analysis of objectivesd. Analysis of alternatives


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Overhead sheet 3

Problem analysis

1 Identification and formulation of problems

2 Selection of an “essential” problem

3 Identification of the direct causes of this problem

4 Identification of the direct effects of this problem

5 Continuation of the identification of cause-effectrelationships

6 Control of global coherence

7 Drawing of lines to create a problem tree

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Overhead sheet 4

Cause-effect relationships

Repairs are delayed Community funds are low

Direct effects

Insufficient financialresources

Direct causes

People Tariff calculation does Poor financialdo not pay not cover all costs support

Same process Same process Same process


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4.1 The importance of problem analysis

One of the first tasks for a manager or a group of persons is to understand and assess thepresent situation. There are many different ways to go about this—reading reports andstudies which have been written on a particular project; holding a series of interviewsand meetings, and asking staff about their perceptions on the situation; making fieldvisits in order to visualize the situation; deciding to analyse successes and focus on themonly.

Experience has shown that good plans are based on an appropriate understanding ofa situation, which is based not only on an analysis of successes, but also of constraints andproblems. However, many managers will limit themselves only to the identification ofproblems, and omit their analysis. Furthermore, there are often as many interpretationsof a problem as there are professionals.

Without denying the positive aspects of other working methodologies, this methodol-ogy proposes to assess a situation on the basis of a common understanding of the prob-lems. It is simple, participatory, democratic and motivating. It allows a group ofprofessionals at different levels, from different departments or sectors, to reach consen-sus on the situation, which is vital for the effective implementation of a plan. The logicalsequential analysis shows that problems are interrelated and cannot be isolated.

4.2 What is a problem?

According to the Collins Cobuild English Language Dictionary, a problem is a situation ora state of affairs that causes difficulties for people, so that they try to think of a way to deal with it.

People do not always have the same perceptions and vision of a problem, since theybelong to different cultures and have different priorities in their working or living envi-ronments. However, the above definition helps to focus our vision on what is a problem.

It causes difficulties for people, so that they try to think of a way to deal with it. A problem isbased on a real, existing situation, which becomes troublesome in a way that one has toreact to it. Therefore, a problem is not an interpretation of a situation, it is a fact, areality. Furthermore, it is significant enough that people do want to react to it, thusavoiding minor troubles which life is usually filled with anyway.

Many people will identify a problem in terms of a desired situation which they do nothave, visualizing a problem as an absent solution. For example, some will say that “noequipment”, “no vehicle” or “no money” are problems while analysing a situation of longdelays for repairs. This could be hiding the fact that there is poor planning, that villagesare far away, that tools and equipment are obsolete, that the project is understaffed, thatspare parts are not available, etc. However, lack of equipment or poor budget allocationscould also be a reality.

In this course, we will consider problems with a negative formulation, since this helpsto raise an issue, a challenge to be met. A formulation just stating “spare parts” does notraise an issue, and does not say what is wrong, although spare parts can be a problem.This could be formulated as “poor availability of spare parts”, or “high cost of spareparts”, etc., depending the situation.

In summary, we will define a problem as :

1. A real, existing situation2. Significant3. Preferably not an absent solution4. A negative formulation

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4.3 The OOPP methodology

This methodology was first developed in 1983 by the German Organization for Develop-ment Cooperation (GTZ). It combines the logical framework tool with new communica-tion techniques (Metaplan) into an analytical and planning tool called Objective OrientedProject Planning (OOPP, or ZOPP in German). This is now being used as a major plan-ning tool by the great majority of agencies involved in development cooperation. Otherplanning tools are also proposed in this course.

OOPP is based on a logical sequence of reflection, and the team work approach is itsessential feature. It uses a strong visualization tool, i.e. cards, in order to see what wouldotherwise be abstract. The result of the thinking process is accepted by the group. Theanalytical method is based on the analysis of a logical sequence of cause-effect relation-ships between various problems as will be exposed later.

OOPP is composed of two phases: an analytical phase and a planning phase.The analytical phase comprises participation analysis, problem analysis, objective analy-

sis, and an analysis of alternatives.The planning phase consists in the development of a planning matrix, determination

of assumptions and conditions, determination of activities, formulation of indicators,estimation of financial and human resources needed, and the development of achronogram (for timing of activities).

What are the advantages of the methodology?

■ Reaches a common understanding of problems■ Clarifies cause-effect relationships■ Provides clear planning documents■ Allows the participation of various staff and professionals, as well as beneficiaries of

the project■ Establishes a consensus■ Easier to implement because of broad acceptance.

What are the limitations of the methodology?

■ Truth is not only rational and logical; the methodology puts aside all intuition,contradictions and feelings.

■ Can lead to a simplified “linear” representation of reality.■ The whole planning depends on an adequate and accurate problem analysis.■ Creative thinking only done for the problem analysis, but gets lost in the mechani-

cal sequences afterwards.■ The emphasis on problems can put a shadow on the perception of existing potentials

and successes.■ Certain groups are not familiar with an abstract and logical analytical sequence of

thinking, which can create problems in its application.■ Needs a good and experienced facilitator.

4.4 How to analyse problems

After the problems have been identified and listed by all the participants, the group isasked to select one problem as essential, which will be used to start the analysis. Criteriaof selection can be: most pressing problem, or most frequently occurring problem. As anexample for illustration, we have chosen the problem of “insufficient financial resources”.

From the listed problems, the group then identifies those that are the main causes forthis essential problem, and are directly linked to it. It is possible to formulate additionalproblems if they are not all present yet. It is also possible to reformulate some cards,which appear to be too vague. It is also possible to eliminate cards that appear to be


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totally out of context. The question to be asked in order to find the direct causes, isWHY?

In a second step, it is now proposed to select from among the list of identified prob-lems, those that can be the effects of the essential problem, and are directly linked to it.Problems can be added, or eliminated as shown above. The question to be asked in orderto find the direct effects, is WHAT are the direct consequences of this essential problem?What will it lead to? This process is then repeated for each cause. What are the causes ofthis problem? Same applies for the effects, until all the cards have been placed. Lines arethen drawn showing the relationship between each card. The final result is a problemtree. There is no perfect problem tree. All problem trees are different, since all groupsare different. It just represents the consensus and understanding of a particular situationfor a given group, at a given time, in a given context.

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Unit 4: Analysis of objectives



➽ Objectives■ To identify objectives linked to O&M■ To analyse these objectives in a logical way■ To draw a problem tree

➽ Methodology1. Introductory note2. Interactive group exercise3. Concluding remark

➽ Materials✔ Overhead transparencies✔ Flip chart and masking tape✔ Overhead projector, screen or white wall✔ Large sheet of paper (craft paper), hung on the wall for the problem tree exercise✔ Cards of various colours (code is important: for example, green for problems)

➽ Handouts✔ Copies of transparencies and background information


Introduction

This session is the immediate follow-up of the problem analysis. It looks into the futureon the basis of an analysis of the present situation, the problem analysis.

Interactive group exercise

The group exercise is in two parts: 1) construction of the objective tree; 2) selection of astrategy.

1) Using the problem tree, the facilitator asks the participants to restate the nega-tively formulated problems into objectives which are positive and achievable. Avoid state-ments of objectives with an ultimate or long-term improvement, but indicate, on thebasis of the problem analysis, an improved situation. For example, do not indicate theproblem of lack of funds as plenty of funds, but rather as improved financial situation,etc.

It may be that some problems cannot be changed into objectives, because the projectwill not be able to solve them, e.g. “corruption”. These cards in the exercise will remainas problems, even in the objective tree.

It is important to use cards of two different colours for objectives and problems.


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The facilitator, with the help of the participants, can rebuild an objective tree, similarto the structure of the problem tree. However, they will have to look at the means-endrelationship (as opposed to cause-effect for problems). It can very well be that the logicis not always the same and that some analyses need to be examined again; also, otherobjectives may have to be added in order to complete the analysis.

The end product is an objective tree, in which the facilitator can circle the variousentities that appear, such as “community”, “technical aspects”, “institutional support”,etc.

2) The selection of a strategy consists in the selection of objectives. It would be impos-sible for a project to tackle all the objectives which are formulated in the objective tree,mainly for the following reasons:

■ All the objectives are not within the mandate and responsibility of a project.■ There are not enough financial and human resources to work on all objectives.■ The project has to respond to some priority or urgent issues first.

The management and staff will therefore have to choose and prioritize in a participa-tory way. The selection process can be performed in the following way:

■ Identify those objectives which are not within the mandate and the responsibilityof the project (in this case, it might be difficult because the project is hypotheti-cal).

■ Identify key objectives (maximum seven) which can greatly influence the mainobjective, i.e. “Improved O&M”. These objectives should generate a maximumimpact for a minimum input of resources, which are limited; it could be that themain objective is not completely resolved, but the chosen objectives will greatlycontribute to it.

Procedure. The facilitator asks the participants to form small groups of threepersons. Each group will have the task of identifying a maximum of seven objectiveswhich will contribute to the main objective. They will also have to give a priority to eachobjective.

After the objectives have been chosen, the facilitator draws the following Table on theboard:

Selected objectives Number of groups who Priority given by the groupselected this objective

1.

2.

3.

4.

5.

6.

7.

This Table, when filled in, will allow a participatory decision to be made on whichobjectives to choose. The final selection will correspond to the objectives which obtainedthe best score, taking into account the priority as well.

Conclusion

The project has now selected precise objectives to work on, which are based on an analy-sis of a real situation.

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How to do an objective tree

Step 1: Reformulate all negative conditions intopositive attainable conditions

Step 2: Check whether rewording has led tounrealistic or ethically questionablestatements

Step 3: Examine the “means–ends” relationships,thus derived to assure the validity andcompleteness of the tree; add cards ifnecessary

Step 4: Draw lines between all objectives showingrelationships and finalize the objective tree

Step 5: Circle different groups or entities whichappear within the objective tree and givethem a name


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Overhead sheet 2

Example of an objective tree

Repairs are on time

Direct ends

Financial resourcesimproved

Direct means

Level of payments Tariff calculation does Cost-sharingimproved cover all O&M costs arrangements clarified

Same process Same process Same process

Community funds aresufficient

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4.1 Discussion on alternatives: identifying potential alternative solutions

The chief criterion when evaluating and selecting alternatives is whether the project isrealistic and more beneficial than problematic. The following aspects can be significant:

■ Priorities in policy development■ Specific conditions in the country■ Suitability of the chosen project to the donor agency and the national departments

which support it■ Availability of funding■ Project’s experience in the region or sector■ Available manpower■ Complementary or competitive activities of other projects.

The choice between alternatives will be determined by cost-benefit analyses, addi-tional analysis of various interest groups, and management discussions and decisions.

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